Finding Purpose in Challenging Times

Finding Purpose in Challenging Times – Session 2

©Mariano & Moran, 2015

FINDING PURPOSE IN CHALLENGING TIMES: MULTINATIONAL PERSPECTIVES SESSION 2 WEBINAR TRANSCRIPT

SOURCE: DATE:

Live Webinar – Finding Purpose in Challenging Times - Session 2 October 23rd, 2015

PRESENTERS:

Quantar Balthip (Thailand) Alexander Bespalov (Russia) Mary Anne Heng (Singapore) Fei Jiang (China) Saetbyul (Clara) Kim (South Korea) Tracie Mafile’o (New Zealand) Seana Moran (U.S.A.) Jongho Shin (South Korea) Mikhail Vlasov (Russia)

MODERATOR:

Jenni Menon Mariano (U.S.A.)

QUESTIONS/TOPICS ADDRESSED:

What can be done to help young people find purpose today?

These materials were created through support of a grant from the John Templeton Foundation to Clark University, U.S.A. The opinions expressed are those of the authors and do not necessarily reflect the views of the John Templeton Foundation. Thank you to Amber C. Lee and Emily Esposito at the University of South Florida for their assistance with producing this webinar and transcript. 1

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[BEGIN TRANSCRIPT] JENNI MARIANO (U.S.A.): Welcome everyone. This is one of two webinars that we’re doing that look at how young people around the world find purpose. We discuss what education can do to help young people find purpose and live purposefully. I'm Jenni Menon Mariano and I'm the moderator. I'm from the United States and I am a researcher of purpose at the University of South Florida SarasotaManatee. Today we're having a live discussion with experts on purpose from multiple countries. For those of you who are listening in today you can access the biographies of these purpose experts in the file box at the bottom of your screen. We're going to address a couple of important questions today, and if you have a question please feel free to enter it in the question-and-answer box at the bottom of the screen and we’ll certainly do our best to get to it. But if we don't manage to get to it you can feel free to contact the presenters through their webinar biographies. Their information is listed there. So we are asking two important questions: (1)How are young people finding positive and meaningful purposes today? and (2)What can be done to help young people find their purpose today? These are related questions and we're going to start by having our presenters discuss the second one: What can be done to help young people find purpose today? We’ll start with Tracie Mafile’o. Tracie advocates for indigenous Pacific approaches to social development. Tracie has done collaborative research on youth leadership and resilience in Papua New Guinea, and this research looked at how purpose was understood in cultural and community contexts. Tracie comes to us from the School of Social Work at Massey University, New Zealand. Tracie, could you please share with us your perspective. What do you think can be done to help young people find purpose today? TRACIE MAFILE’O (New Zealand): Thank you Jenni. For me, it can be summed up in two words: hear and see. In the research that I was privileged to be a part of doing in Papua New Guinea with young people and their life stories, if there is one thing that the young people shared with us about their recommendations is that adults, whether they be teachers or parents or counselors or pastors or clergy should really listen to young people. So when we listen to someone's story, when we hear, we are doing that through the filters of our culture, of our assumptions, of our own experiences. So being really hearing requires that we actually critically reflect on what we bring as listeners, and be able to unpack that so we can listen at deeper levels. Young people have a story. They might be facing some difficulties, some challenges in life, whether those are the socioeconomic conditions or family breakdown or whatever. But even within that story, within that experience I believe that there is always some kind of “gold in the garbage,” if you like. That requires us to really hear, to really listen, and also to see beyond what we see in front of us. I heard that on a movie recently: to see beyond what we can see. To see the potential and the strength from the potential that is amongst the adversity and the difficulties. That is what I think can help young people find purpose. Whether you’re a politician or whether you’re a parent, being able to hear and really see a young person will help them to find purpose.

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JENNI MARIANO (U.S.A.): So for you, it's a general approach. When we ask this question, what can be done to help young people find purpose today? there are a lot of ways to answer that right? You can ask: is it a policy, or is it a program, or is it an approach, or is it an ideology, or a way of thinking, or a worldview? Thank you very much. Next, Mary Anne Heng joins us from Nanyang Technological Institute in Singapore. Mary Anne is leading a study called “Finding Meaning and Purpose: What are Youth Telling Us?” I can't imagine that anything speaks louder than that. This is the first study in Singapore to explore youth purpose and the role of school. Mary Anne, what do your findings suggest about what can be done to help young people find purpose today? MARY ANNE HENG (Singapore): Thank you, Jenni. I’d like to provide a little bit of background to the Singapore context and then to share some findings of the ongoing study. In Singapore, we know what we've done well. We’ve traditionally done well on international benchmarks such as TIMS and PIRLS but we're a young country and we’ve just celebrated fifty years of independence. So it's really important that we find out what's important in preparing our students for the future, so we’ll know whether there will be a Singapore in one hundred years’ time. In my current study, we’ve investigated meanings and purposes that adolescents attach to their school and life experiences and we’ve actually adopted Herbert Ginsburg’s (who is at) at Teacher’s College at Columbia University, clinical interview method as a means to probe what students think about school experiences. And as Tracie mentioned, we listen into their school experiences and what they make of their larger life experiences. So I'm here to share some findings. We found that the individual student interviews conducted in the study indicated that students would like teachers to talk to students about their learning experiences to help them develop curiosity and talent and to learn what to question. Students indicated that they would like schools to seek their feedback on the curriculum. For example, students pointed out that school subjects could be taught in a more interrelated manner and could give more focus to big ideas such as world peace, equality, poverty, and health issues, which are currently not really being discussed in character development sessions in Singapore secondary schools. Students indicated that schools need to be concerned about their welfare, mental and emotional well-being. Students highlighted that the deeper considerations concerning school-based community service projects for the learning of values are merely the accountability indicators, such as service points, that undermined deeper learning goals. So while there are lots of service learning projects and co-curricular activities available in schools, some of the accountability measures like the nature of service points could get in the way of the purpose and meaningfulness of such projects. So broadly speaking, these are the larger findings of my study. Thank you. JENNI MENON MARIANO (U.S.A.): Thank you very much. That’s very interesting, and we’re going to open this up for discussion and obviously I'm sure that there are a hundred questions already going through people’s heads. But let’s first hear from everybody.

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Next, Jongho Shin and Clara Kim both come to us from South Korea, so we have two perspectives, both from Seoul National University. Jongho Shin conducts research at Seoul National University, where he focuses on purpose in life and also is a scholar of creativity. Jongho studies how adolescents achieve their social purpose and how education can support purpose development. And then we have Clara Kim with us, who is a graduate student in the Educational Psychology Program at Seoul National University. Clara’s interest is in volunteer work and how volunteer work promotes positive outcomes like purpose. So let's start with Jongho first, please. Jongho, what is your work telling us? What do you understand about what can be done moving forward to help young people find purpose today? JONGHO SHIN (South Korea): Okay, thank you Jenni. Like China, Singapore, and Japan, academic work is heavily emphasized in Korea. So for Korean adolescents, I think we need to provide more varied non-academic school programs, such as club activities, volunteering services and career development programs. Let me talk about a Korean case related to this topic. In 2013, the Korean government implemented a new school program called a free semester program. This program is intended to allow students to think about their future and it tries to make students free from academic stress. So during this semester students have more time to explore their careers and explore their communities and have more time to participate in activities outside or inside school. And also during this free semester program, students are not required to take any examinations through school. That’s a kind of change recently in Korea. Second, parents and teachers are key agents to facilitate our Korean adolescents to think about their future and their life. As you know, adolescents often find their future and their career dreams from their significant others and parents and teachers are significant others influencing adolescents’ development of career, and development of purpose. So if these figures find more time to share their life stories and their life meaning with their adolescents, I think adolescents may have a good chance to look back and think about their future more positively. Thank you. JENNI MENON MARIANO (U.S.A.): Thank you very much. Clara would you like to add something to this? Jongho is talking about students having more time to ponder their purposes and you have focused on volunteer work. That takes some time out of school, I guess. What can you tell us? What is your perspective? So Clara, you’re coming in and out a little bit so we're having a hard time hearing you so what I’m going to welcome you to do is in the chat box why don’t you type for us a little bit of your response and we’ll come back to you, because we do want to hear what you have to say about your volunteer experiences. You’ll all have read in Clara’s biography that she's done extensive volunteering work in many, many different contexts. Clara, I hope I’m doing justice to this, but what I understand is this work spurred your interest in thinking about how these experiences bolster positive outcomes for young people, including a sense of purpose. We’re going move on to Fei Jiang and then we can come back to you. Fei Jiang leads a research group on education and positive youth development at Northeast Normal University in China. Fei focuses on purpose at the postsecondary level. She has surveyed youth about their purpose development, and she has also surveyed teachers to assess their competency for teaching purpose. This seems to be a theme: the role of teachers. Fei, what can 4

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be done? Is it a policy, is it a program, is it all of the above? Is it an ideology? What can you tell us? What is your perspective on this question?

FEI JIANG (China): Thank you, Jenni. My answer to this question focuses on a bigger map because my research focuses on post-secondary levels so my findings mainly come from this age group of students. According to our observations in China, we believe in China that most professional schools, practice programs or state learning programs should be developed or designed to help students find purposes in life. Due to the fact of population and educational resources only about 24.2% of youth in China have the opportunity to go to college, compared to a total of 9.9% that are college graduates in the population. But today’s youth in China basically face two different life goals: going to college or going to work. For the majority of youth who do not have the chance to go to college, the first issue they face when graduating from high school or even middle school is to make a living. Without professional schools, they are badly paid and their daily life is filled with struggles for survival. They are living in something called the dark side of society and it is not easy for them to feel far reaching or social purposes according to our research. However, this cohort is always neglected in research compared to their college graduate counterparts. So we believe more professional schools should be built. The enrollment requirements such as tuition, and the academic background standards should be lowered so that more youth might have a chance to receive education. These schools should provide students with plenty of profession-related social practice chances. Youth can then use these skills to serve others and make some changes in the world through the practice process. This would help them to identify their goals and find their aims. For those who have the chance to go to college, maybe related service-learning programs or social practices could serve as significant supplements to their courses and give students opportunities to experience real-world circumstances. One example is in my university. My university is Northeast Normal University and it trains future teachers. There is a program called Hope School, which is supervised by a teacher in youth in the university and it is run by students. This school provides free teaching to students in grades one through twelve levels. And these students all come from very poor family backgrounds. They reside with their parents who are workers in the inner city and receive very basic incomes. So they cannot afford any after-school classes and they can barely keep up with their classmates. So in the Hope School teaching process the students’ progress in social interactions and communication skills were measured. Most student teachers who have participated in the Hope School program have reported that the experience provides them chances to have a better understanding of what real classroom teaching would be like and of the qualifications teachers should possess. This program offered them chances to have a deeper understanding of what being a teacher really means. Any improvements of their students in regard to gratitude and trust from the eyes of the students gave them a sense of achievement and fulfillment. This has helped teachers redefine the teaching career as something that is beneficial to someone in need to give them a more concrete sense: It’s not just a professional choice. JENNI MENON MARIANO (U.S.A.): Thank you. So that’s very interesting Fei. If I’m hearing you correctly you’re giving us the context of China saying, there are just a few people who can get into universities and have these opportunities. But on the other hand, there's so many people who do not have those opportunities 5

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and they're going straight into the work world and that work experience, that transition for them, is not providing the opportunity to learn about and find their purpose. For you, the answer is that we need programs that allow different pathways for young people from different backgrounds to explore their purpose. Is that accurate? FEI JIANG (China): Yes. JENNI MENON MARIANO (U.S.A.): It’s interesting because of what Jongho was saying about the situation in Korea, too, there is obviously an interest in providing opportunities in some way, whether it is time out of school or time through other pathways to ponder life purpose. Thank you, it was very interesting to hear about that context. We are very fortunate as well to have perspectives from Russia with two scholars joining us from The Shukshin Altai State Academy of Education in the city of Biysk. Alexander Bespalov is a philosopher who studies culture, language, and identity and national traditions. Mikhail Vlasov has a background in linguistics and focuses on language and culture and also some indigenous minorities in the Altai, Kazakh, and Mongolian regions. Very interesting work. Alexander and Mikhail recently published a study that looks at the values and purposes of Kazakh and Mongolian youth who are living in Mongolia. Before I ask you both to address this question, what can be done to help young people find purpose?, I want to turn everyone’s attention to the file box. There's a document there that Alexander and Mikhail have left for you to explain some of their findings and you can access that. ALEXANDER BESPALOV & MIKHAIL VLASOV (Russia)1: Okay. We present our findings from our study. While answering the question we may say that the solution to the problem is positive only through the development of the family and of society. So if the family and society influence an individual and the aims he is striving for, then we are to make them humane. When our subjects are asked the question what are the main things to promote your purposes? they answer “the family”. That is the main thing for them for “how can I achieve my purpose?” The government also influences adolescents’ values and their purposes in life. So these purposes we can understand as “controlled” purposes. This term is from our file, which you can also see. For example, participant 6 said: “(my purpose is) something valuable for society based on external demands.” These demands are promoted by the government firstly. All of the subjects in our survey hoped to achieve personal success in (something called) “not stable work”, which means they gave great importance to their ability to deal with people. So the main thing is to deal with people. During the survey, it became clear that Kazakh people worshiping Islam prefer religious values. That’s why for them a great role is given to serving God. In the ethnic groups, great importance is given to secure, rational or civic values. The second place after the family is occupied by the achievement of personal aims such as a successful career, self-realization, and so on. So to help young people to achieve their purpose, the family, the government, and the society should do their best humanely for adolescents. We understand that high values depend upon many reasons. As we may have expected, the majority of respondents are eager to serve their relatives and family. For Russians traditionally to survive under complicated natural and climatic conditions, a great role is given to labor, work and professional 6

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activity; but in Germany and some parts of Russia, it is peoples’ fight for their interests and values. Thank you so much. So a little joke: we are from Siberia. I just met a bear near the university, but he was sleeping, so we can’t communicate with him. Okay, thank you. JENNI MENON MARIANO (U.S.A.): Great, thank you for the Siberian perspective on Kazakh youth, and on German youth, about purpose. What’s neat about these conversations we’re having is that we’re all contributing little pieces to something that will emerge into a larger global picture about what young people are experiencing about purpose, so thank you. Let’s go on to Quantar. Quantar Balthip comes to us from Prince of Songkla University in Hat Yai district in Thailand where she is a researcher in the field of nursing. So we've got psychologists and nurses and linguists and philosophers. Quantar recently interviewed young people living with HIV to find out how they find purpose and she is also studying purpose among other populations of young people in Thailand. Quantar, what do you think can be done to help young people find purpose today? QUANTAR BALTHIP (Thailand): In the Thai culture, I think that the feeling of respect is high in the community or in the family, so from my study I found that being connected with oneself and with others can promote purpose and meaning in life. From that study I think that the way that we can promote meaning and purpose in life for adolescents is we can start from family members. For example, they show and provide love and support for their children and provide unconditional love. Thai people sometimes feel they have a chance to show love to their children and the children or the adolescents love that. So we can start from the family first and then teachers can help the adolescents find their sense of self value. I think family members and teachers are the best and most important people for adolescents. In Thai culture, as I mentioned, children and adolescents have respect for parents and teachers. We have Mother’s Day, Father’s Day, and Teacher’s Day, to present gratitude to parents. And then another thing is, from families where I’ve asked their children, “What would you like to be when you grow up?” and then “How can you do that to actually get the thing that you expect?”, these kinds of questions are important because adolescents sometimes ask themselves “Why do I have to live?” and “What do I have to live for?” Once they have connections with their family members, they know that they have to live for their family members. As for the social policy, in the Thai culture we have a really beautiful culture about younger generations paying respect for the older generations. So the government and society have to maintain this kind of culture of festivals. For fourteen days we have family days where many children who live very far away have to return home to do some ceremony together with their family. This is a thing that the government can do for the adolescents and society. Thank you very much. SEANA MORAN (U.S.A.): Thank you, I just have a brief comment which actually I guess leads into a question. The more that I think about youth purpose, I find that one challenge in terms of helping young people find purpose today is actually how do we help young people find their purpose today? – which I think 7

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is a slightly different question. At least in the United States, a lot of the measures and a lot of the focus is on how are we affecting young people having a sense of purpose: just kind of a general idea or feeling that they do have an answer to “why I am?” But it seems like there's some developmental work for us to do, at least in the United States, where we’re not just focusing on a static point A of this “sense of purpose” or “I feel like my life has meaning”, but rather we’re moving to the point of actually deciding on and committing to what is the answer for each particular young person on the answer to the question “why I am?” or “what is my place in the world?” The other point tied to that is that the more I read about purpose studies around the world, the more often I find that it (purpose) is often attributed to the person, like “I have a life purpose, you have a life purpose.” But it seems like it's actually more about a relationship between the person and the world. It is more about a connection and belonging and contribution over and over again. So my question that I would like to hear people talk about if you feel inclined is: How do we support this focus on the relationship or the connection, not just a thing called purpose? JONGHO SHIN (South Korea): In Asian culture, social relationships are very important in thinking about one’s life and thinking about what would be valuable for one’s life and what could be meaningful for one’s personal life. So it seems to me that social connections or relationships cannot be separated from thinking about life meaning or purpose, especially in Asian countries. And that’s especially because parents and teachers are kind of life role models and therefore it is really important for parents and teachers to show positive life meanings, positive attitudes and behaviors. It is very important to live a happy life for oneself. In that case, adolescents try to model their parents’ and teachers’ lives and in that respect I think social relationships can facilitate identifying life purpose or developing their life purpose. MARY ANNE HENG (Singapore): Yes, I’d like to say that in a number of countries like Singapore, there is almost an obsession with academic excellence. So a lot of time it is a focus on academic work. In fact, one of the students who talked to us in the study said “You know, schools are not exam preparation centers.” So this thing about the connection between teachers and students, the connection and relationships that Seana mentioned, I fully agree and that’s central. But how do we make this connection happen? Connection is a two-way process so I think finding some time amidst this national obsession for academic excellence to actually take a bit of time for teachers to talk to students, that’s central. When we spoke to the students in the study, once they got comfortable with us, they really opened their hearts and shared many things that we wondered whether their school teachers knew about. They told us about special teachers who took time to speak to them. They told us about the co-curricular experiences being authentic settings to talk about life experiences. One interesting student from the northwest stream in Singapore – this is the normal technical stream – actually shared with us about a very thriving business experience that she was having through social media. It was really intriguing to hear about that because through her sharing with us we learned that this gave her some form of motivation, some belief in herself in school. And we wondered whether her school teachers knew anything about that. So students really spoke volumes about what they were doing outside of school. They spoke about their role models and their very intriguing life experiences. I think that's really a living curriculum, it’s a very rich curriculum so it's not so much about teaching about purpose, but really taking a bit of 8

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time to connect with students as individuals. Put the human being back in the center of education and then from there, use that as a means to develop the school curriculum and make those rich connections. Thank you. TRACIE MAFILE’O (New Zealand): Yes, one of interesting things that I found listening to everyone is, like Seana has pointed out, the focus on relationships, connections, and especially family. As I think about our Pacific Islands context, that is very much true for Pacific youth finding purpose. Sometimes we tend to have a very individual approach even to education or success. We might focus on the student’s outcomes. One of the things that's been developing here in the New Zealand context for advancing Pacific young people's education is a focus not just on what happens for the student but more focus on connecting with families and communities as an avenue for promoting educational successful for Pacific young people. I think that's reflective, recognizing for Pacific cultures that an individual is never an individual. An individual is there because they're part of a family and part of a community. So the importance of that for youth finding purpose – and for that question about how can we help youth find their purpose? – the importance of that is that you know the young person has to find this relationship, it’s about them finding this purpose that is theirs. But also, that is happening very much in a context and relationship context. So it's wonderful to see the resonance of the importance of family and community and to see policy and programs and a formal context as really harnessing that for the well-being of young people. QUANTAR BALTHIP (Thailand): I feel worried that I may repeat my answer again but I would like to add a little bit. I think in terms of promoting adolescents to find meaning in life, another way that we can do that, I think we need to have, like previous speakers said also, communities that promote good role models within families, schools and also society. For example, in the Thai culture we try to promote the critical features… for our country. Once the students or adolescents grow up, then we see the good role models, especially for the person that has done a lot of things for our country. Also we have an ambassador or person who is successful in many ways. For example, the person who is good, who has dedicated himself or herself to the society, who is good in one’s career or occupation. In many schools, from the primary schools to the secondary schools, we have activities focusing not only on education but we also have a lot of activities to promote social activities for the students. For example, we took them to some public works, we went to the beach for them to help clean up, things like that. Also, I think at the country level and also at the social level in the schools, including at the family level, we can do anything. JENNI MENON MARIANO (U.S.A.): Thank you Quantar. Let me just summarize a little bit of what you said in case your volume was a little bit low and people weren’t picking up on it. You can tell me if I'm totally off here, but you're saying that one thing we can do is promote good role models in the family, those who have done great things in the country as well and people who have done good work. So you're looking at the societal level and you're also looking at the school level. You’re looking at different levels where this could happen to provide these beautiful real-life models for young people in the community.

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QUANTAR BALTHIP (Thailand): Yes, and also because the Internet is really worldwide, it’s not difficult for us to show the good role models in the social media. ALEXANDER BESPALOV & MIKHAIL VLASOV (Russia): Different ethnic groups achieve different purposes. But nowadays, virtual communication and mass media have a great influence on adolescents’ purposes. They spend a lot of their spare time in social networks like Facebook and others. So they communicate and exchange their purposes. So how do young people in different regions of big Russia achieve their purposes? They have a big virtue, an ideal, purpose in life now. But also we cannot use only one questionnaire to find out how young people achieve their purpose. The family, state policy, education, teachers all take part in this process. So we suggest one thing: Ingelhart and Welzel suggested a world value surveys. It starts, I think, in the 1800s, during the previous century, to 2006. We can suggest this world project to find out how people achieve their purposes. We can use different questionnaires and different samples and use tests from different areas of science. We suggest that Jenni start such a world study using our paper and our coding. Thank you. FEI JIANG (China): I’d like to talk about role models. I think they are guides, like programs and teachers to move students toward their purposes in the right direction. They provide an environment to show students why this kind of purpose is healthy, why others kinds of purpose are not as healthy as this one. That’s what we actually do in… teaching. JENNI MENON MARIANO (U.S.A.): China has a quite explicit, extensive purpose education program that percolates all the way through the curriculum up into the college level. And this particular education does come from the government and it does offer a purpose for young people, saying these are very good purposes. But I think, Fei, what you're saying is there's more to that as well. There's also this point of what Seana was offering, that we have to help young people find these ways to find their own purposes. And one of the things that we can do is not just providing role models of what a good purpose might be, but providing guidance and guides for young people to show them which purposes are the best ones, which ones are healthy, which ones are less positive. Thank you. So let's do this. We’ve got just about four minutes left. If there is one thing that you would like people watching this webinar – people in the world – to take away from our discussion, one important thing about purpose or helping young people find purpose today, what would it be? MARY ANNE HENG (Singapore): With the pressures of globalization I think the students of today, more than ever, need a purposeled education that needs to empower them and their growth and socialization as whole persons and as human beings. I like the mantra “Nothing about us without us.” This could be a powerful means to change mindsets to help teachers see and listen to students and take them seriously. This could be a central focus in purpose research and the future of learning, putting the human being at the center of education.

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QUANTAR BALTHIP (Thailand): Encourage the adolescents to love themselves and love others, to respect others. Thank you very much. JONGHO SHIN (South Korea): Family, community, and society should be part of adolescents finding their purpose. Thank you. TRACIE MAFILE’O (New Zealand): One of the young people in our study said “I am like a shoot of a plant coming out of the ashes of the bush fire, I am still surviving.” So, youth may be facing adversity, but in helping their family and community they find their purpose. Let us really hear their stories and see beyond what we can see. ALEXANDER BESPALOV & MIKHAIL VLASOV (Russia): So Alexander Bespalov suggests, the road will be managed through hard work. FEI JIANG (China): Practice is the key for students to find and engage in purpose. CLARA KIM (South Korea): I agree with presenters’ perspectives that getting involved in experience-based programs like volunteering can be a big help to helping young people find purpose. Based on my experience I can be more thankful for what I have because I can objectively view how much I have been advantaged of the many things that I have so far because I’ve worked with people who have less. There are quite a lot of people who do not benefit from cultural, educational, and economical ways, so being in a circle of helping others fosters the sense of responsibility by reminding oneself of how much they are benefiting in many ways. That eventually leads one to one’s sacred goals and purpose to contribute to society in the end. JENNI MENON MARIANO (U.S.A.): Thank you to all of you for sharing your thoughts, your experiences and your expertise. We will be making a transcript of this, so you'll be able to go back and read anything you might have missed. That concludes our webinar on Finding Purpose in Challenging Times: Multinational Perspectives. We want to thank the John Templeton Foundation, and we want to say thank you to Clark University and USF Sarasota-Manatee. Also, thank you very much to Amber Lee for providing technical support. We really hope that this webinar has helped you think more about purpose, how we can help young people find purpose today, and what we can do to serve them. [End Transcript]

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REFERENCES2

To cite the recorded webinar: Mariano, J. M., Moran, S., Balthip, Q., Bespalov, A., Heng, M., Jiang, F., Kim, S., Mafile’o, T., Shin, J., & Vlasov, M. (2015, October 23). Finding purpose in challenging times: Multinational perspectives – session 2 [Webinar] Retrieved from: https://www.youtube.com/watch?v=-7oPNfZIQHw

To cite this transcript: Mariano, J. M., Moran, S., Balthip, Q., Bespalov, A., Heng, M., Jiang, F., Kim, S., Mafile’o, T., Shin, J., & Vlasov, M. (2015, October 23). Finding purpose in challenging times: Multinational perspectives – session 2 [Webinar transcript] Retrieved from: https://www.youtube.com/watch?v=-7oPNfZIQHw

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Authors are listed in alphabetical order following producers Mariano and Moran, with equal contribution to the live presentation by each.

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