Training Objectives
Learn the concept and definitions of resiliency
Examine why it is important to study resiliency as an
educator
Review a snapshot of risks students face
Discuss current resiliency research
Learn specific strategies to develop and support resiliency
in your students
Discussion: 1
How would you describe someone who is resilient?
Business: IBM
The ability of an organizations business operations to
rapidly adapt and respond
Resiliency Defined
A pattern of positive adaptation in the context of past or
present adversity (Wright & Masten, 2005).
Abuse
A child is abused or neglected every 6 minutes
Risks Students Face in CA
Juvenile Arrests
231,735 arrests in 2008
15,240 living in juvenile residential facilities
Firearms
A child or teen is killed by gunfire every 20 hours
Academic Challenges
77% of 4th graders are below grade level in reading
70% of 4th graders are below grade level in math
6.5% of 16 to 19 year olds are not enrolled in school and not
high school graduates
-Childrens Defense Fund (www.childrensdefense.org)
Making a Difference
Shifting the balance or tipping the scales from
vulnerability to resilience may happen as a
result of one person or one opportunity. - F. Benard
How Does Resiliency Work?
How do children make it?
Risks
Protective Factors
Assets
Background of Resiliency
Research
Understand, prevent, and treat mental health problems
Understand the etiology of mental illness, schizophrenia,
and conditions such as autism
Evaluate consequences of major threats to development
such as premature birth or trauma
In this process, researchers recognized unexpectedly
positive adaptation or recovery after adversity in the lives
of the young people they studied
Resiliency Research
Resiliency Theory
First Wave: Identify the Characteristics
Internal/External Qualities
Development of 40 Developmental Assets (www.Search-Institute.org)
Second Wave: Attain the Qualities
Resiliency Model: Interaction between life prompts and protective
factors
Third Wave: Concept of Resilience
Motivational energy
Closer look at prevention and intervention
Resiliency Research (cont.)
Fourth Wave: Integrative
Looks at genes and their role in resilience development
Examines gene and environmental associations
Developmental Assets (ages 12-18)
External Assets
Support:
Family Support
Positive Family Communication
Other Adult Relationships
Caring Neighborhood
Caring School Climate
Parent Involvement in Schooling
Empowerment
Community Values Youth
Youth as Resources
Service to Others
Safety
Discussion: 2
External Developmental Assets
Which, if any, of these assets surprised you?
60%
50%
40%
0-10 Assets
11-20 Assets
30%
21-30 Assets
31-40 Assets
20%
10%
0%
90%
80%
70%
60%
0-10 Assets
50% 11-20 Assets
40% 21-30 Assets
30% 31-40 Assets
20%
10%
0%
Exhibits Leadership Maintains Good Values Diversity Succeeds in School
Health
Does the presence of
developmental assets affect
standardized test performance?
Safety at School & Annual Changes
in SAT-9 Scores in Reading, Language & Math
2.5
2
Change in SAT-9 (NPR)
1.5
Reading
Language
1
Math
0.5
0
73 79 85 91 97
-0.5
2.5
Change in SAT-9 (NPR)
1.5 Reading
Language
1
Math
0.5
0
52 58 64 71 77
-0.5
2
Change in SAT-9 (NPR)
1.5
1
Reading
Language
0.5
Math
0
58 65 72 80 87
-0.5
-1
2.5
Change in SAT-9 (NPR)
1.5
Reading
1 Language
Math
0.5
0
48 55 62 70 77
-0.5
-1
2.5
Change in SAT-9 (NPR)
1.5 Reading
Language
1
Math
0.5
0
20 25 29 34 39
-0.5
Reintegration to
Comfort Zone
(Homeostasis)
Individual &
Environmental
Protective Factors
Reintegration
with Loss
(Maladaptation)
Disruption Reintegration
Dysfunctional
Reintegration
Provide
Opportunities
for Meaningful Increase Pro-
Participation social Bonding
Build Mitigate Risk
Resiliency in Factors in the
the Set and Environment
Set Clear,
Communicate
Environment Consistent
High
Boundaries
Expectations
Set and
Communicate
Set Clear, Consciously care and
Consistent connect with students regularly
High
Boundaries
Expectations and positively
Support students to be
Provide
Teach Life involved with some of the
Caring &
Skills
Support many before, after, and in-
school activities
Fostering Resiliency with Students
Provide opportunities for
Provide
Opportunities cooperative peer-to peer
for Increase Pro- interactions through teaching
Meaningful Social
Participation Bonding strategies and/or school
programs
Set and
Communicate
Set Clear, Promote sharing of
Consistent
High responsibilities, service to
Boundaries
Expectations
others, required helpfulness
Provide
Teach Life
Caring &
Skills
Support
Discussion: 5
Mitigate/Lesson Risk Factors in the Environment
Provide
Opportunities
for Increase Pro-
Meaningful Social
Participation Bonding Norms, rules, and policies
are communicated clearly
Set and
Set Clear,
and regularly
Communicate
Consistent
High
Expectations
Boundaries Involve students in rule
setting and consequences
as appropriate
Provide
Teach Life
Caring &
Skills
Support
Discussion: 6
Mitigate/Lesson Risk Factors in the Environment
Set and
Place responsibility for
Set Clear, learning on the students
Communicate
Consistent
High through active participation
Boundaries
Expectations
Youth Offenders
Internal and external protective factors decreases recidivism
(Carr & Vandiver, 2001)
The Resiliency Quiz
Lets check our own level of resiliency
Relationships
When powerful relationships are established
between teachers and students, these relationships
frequently can transcend the economic and social
disadvantages that afflict communities and schools
alike in inner city and rural areas. -Cummins, 1996
Power of Relationships
Resilience rests, fundamentally, on relationships.
-Luthar, 2006
Books
Raising Resilient Children: Fostering Strength, Hope and
Optimism in Your Child by Robert Brooks and Sam
Goldstein.
Any Questions?
The End