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By Kathy Gatten

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?

How do individuals develop resilient qualities?


The world breaks
everyone and
afterward many are
strong at the broken
places.
Ernest Hemingway
Resiliency is Catching On
Military: Army
to not only bounce back, but to thrive under challenging
conditions. Brigadier Cornum

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).

A set of inner resources, social competencies, and cultural


strategies that permit individuals to not only survive, but
recover, or even thrive after stressful events, but also to
draw from the experience to enhance subsequent
functioning (Stanton-Salazar & Spina, 2000).
Resiliency Defined (cont.)
Resilience in childhood is defined as typical development
in the face of adverse circumstances that propel others to
deleterious outcomes (Deater-Deckard, Ivy, & Smith,
2005).

Resilience itself could be seen as the process of, capacity


for, or outcome of successful adaptation in the face of
challenging or threatening circumstances (Veselksa,
Geckova, Orosova, Gajdosova, van Dijk, & Reijneveld,
2008).
Why Study Resiliency?
Children face adversity and are at risk
Wide variety of outcomes
Risks Students Face in CA
Poverty
A child is born into poverty every 5 minutes
1,591,295 children or 17.3% live in poverty (below $22,050
for a family of 4)
6.6% live in extreme poverty (below one-half of poverty
dollar amount). increased to 8% in 2009
(http://datacenter.kidscount.org)

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?

Which of these assets would you like to focus more on


developing in your students? What are some strategies
you could begin to implement?

Need suggestions? Go to: http://www.search-institute.org


Developmental Assets (ages 12-18, cont.)
External Assets
Boundaries & Expectations
Family Boundaries
School Boundaries
Neighborhood Boundaries
Adult Role Models
Positive Peer Influence
High Expectations
Constructive Use of Time
Creative Activities
Youth Programs
Religious Community
Time at Home
Developmental Assets (ages 12-18, cont.)
Internal Assets
Commitment to Learning
Achievement Motivation
School Engagement
Homework
Bonding to School
Reading for Pleasure
Positive Values
Caring
Equality and Social Justice
Integrity
Honesty
Responsibility
Restraint
Developmental Assets (ages 12-18, cont.)
Internal Assets
Social Competencies
Planning and Decision Making
Interpersonal Competence
Cultural Competence
Resistance Skills
Peaceful Conflict Resolution
Positive Identity
Personal Power
Self-esteem
Sense of Purpose
Positive View of Personal Future
Discussion: 3
Internal Developmental Assets
Which, if any, of these assets surprised you?

Which of these assets would you like to focus more on


developing in your students? What are some strategies
you could begin to implement?

Need suggestions? Go to: http://www.search-institute.org


How Many Experience Each Asset?
External Assets below 30%
Positive Family Communication
Caring School Climate
Parent Involvement in Schooling
Community Values Youth
Youth as Resources
Adult Role Model (27%)
Creative Activities
Internal Assets below 30%
Reading for Pleasure
Assets and High Risk Behaviors
70%

60%

50%

40%
0-10 Assets
11-20 Assets
30%
21-30 Assets
31-40 Assets
20%

10%

0%

Problem Alcohol Violence Illicit Drug Use Sexual Activity


Use
Assets & Positive Attitudes/Behaviors
100%

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

Percent in school reporting feeling safe or very safe


School Caring Relationships & Annual Changes in SAT-
9 Scores in Reading, Language & Math
3

2.5
Change in SAT-9 (NPR)

1.5 Reading
Language
1
Math

0.5

0
52 58 64 71 77

-0.5

Percent in school reporting caring relations at school


High School Expectations & Annual Changes in SAT-9
Scores in Reading, Language & Math
2.5

2
Change in SAT-9 (NPR)

1.5

1
Reading
Language
0.5
Math

0
58 65 72 80 87

-0.5

-1

Percent in school reporting high expectations at school


Community Meaningful Participation & Annual Changes in
SAT-9 Scores in Reading, Language & Math
3

2.5
Change in SAT-9 (NPR)

1.5
Reading
1 Language
Math
0.5

0
48 55 62 70 77

-0.5

-1

Percent in school reporting meaningful participation in community


Sadness/Hopelessness & Annual Changes in SAT-9 Scores in
Reading, Language & Math
3

2.5
Change in SAT-9 (NPR)

1.5 Reading
Language
1
Math

0.5

0
20 25 29 34 39

-0.5

Percent in school reporting sadness/hopelessness


Resiliency Research
Resiliency Theory
First Wave: Identify the Characteristics
Internal/External Qualities
Development of 40 Developmental Assets

Second Wave: Attain the Qualities


Resiliency Model: Interaction between life prompts and protective
factors
Third Wave: Concept of Resilience
Motivational energy
Still opposing views
Resiliency Model Reintegration
with
Stressors
Adversity
Resiliency
Risks

Reintegration to
Comfort Zone
(Homeostasis)

Individual &
Environmental
Protective Factors
Reintegration
with Loss
(Maladaptation)

Disruption Reintegration

Dysfunctional
Reintegration

Adapted from Richardson, Neiger, Jensen & Kumpfer, 1990


Key Points in Resiliency Model
When individuals experience adversity, they also
experience protective factors
These internal and external protective factors buffer the
effects of adversity
Without protective factors, some individuals experience
maladaptive coping mechanisms such as substance abuse,
loss of self-worth, or an increase in risky behaviors
Resiliency Model Messages
Adversity can lead to a variety of outcomes
Both internal and external factors in the environment are
critical for building resiliency
Resiliency Model in Schools

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

Provide Caring Teach Life


& Support Skills

Henderson & Milstein, 1996


Discussion: 4
Mitigate/Lesson Risk Factors in the Environment

Increase Pro-Social Bonding

What are some ways you can increase and support


connections between students and persons or
activities?
Fostering Resiliency with Students
Keep and encourage family
members to be involved.
Provide Communicate regularly with
Opportunities
for Increase Pro- family members regarding
Meaningful Social positive behaviors/academic
Participation Bonding
performance.

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

Set Clear, Consistent Boundaries

What are some examples of how you can


effectively set boundaries/rules in the classroom?
Fostering Resiliency with Students

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

Teach Life Skills

What are some life skills you value as important


to model for your students or include in your
curriculum development?
Fostering Resiliency with Students
Provide ongoing instruction
in life skills appropriate to
Provide developmental tasks such as
Opportunities Increase Pro-
for Meaningful Social
goal setting, identifying and
Participation Bonding expressing positive and
negative feelings
Set and
Communicate
Set Clear,
Consistent
Integrate and support the
High following skills: assertiveness,
Boundaries
Expectations
healthy conflict resolution,
cooperation, good decision
Provide making and effective problem
Teach Life
Caring & solving
Skills
Support

Model and discuss healthy


stress management techniques
Discussion: 7
Build Resiliency in the Environment

Provide Caring and Support

What are some ways you can demonstrate caring


and support toward your students?
Fostering Resiliency with Students
Provide unconditional
positive regard and
Provide encouragement
Opportunities
for Increase Pro-
Meaningful Social Notice all students, draw out
Participation Bonding
those who may not readily
participate, and intervene
Set and when necessary
Set Clear,
Communicate
Consistent
High
Boundaries
Expectations Remark on strengths and
coping mechanisms
Provide
Caring &
Teach Life Provide a variety of ways for
Skills
Support students to be recognized and
rewarded

Reward random acts of


kindness
Discussion: 8
Build Resiliency in the Environment

Set and Communicate High Expectations

What do you say or do that communicates your


high expectations to your students?
Fostering Resiliency with Students
Develop cooperative
teaching strategies
Provide
Opportunities Focus on both extrinsic and
for Increase Pro- intrinsic motivation based on
Meaningful Social
Participation Bonding age and interest

Set and
Place responsibility for
Set Clear, learning on the students
Communicate
Consistent
High through active participation
Boundaries
Expectations

Communicate that the


Provide schoolwork is important, you
Teach Life
Caring & are confident it can be done,
Skills
Support
and you will not give up on
them.
Discussion: 9
Build Resiliency in the Environment

Provide Opportunities for Meaningful Participation

What are some strategies you use to encourage


and increase participation with your students?
Fostering Resiliency with Students
Allow and encourage
students to participate in class
Provide or school decisions..
Opportunities
for Increase Pro-
Social
Meaningful
Participation Bonding Provide opportunities to help
other students through
cooperative learning, peer
Set and
Set Clear, helping or providing service to
Communicate
Consistent
High others.
Boundaries
Expectations

Support students in taking on


Provide
new challenges in and outside
Teach Life
Caring &
Skills
of the classroom.
Support
Resiliency Research
Resiliency Theory
First Wave: Identify the Characteristics
Internal/External Qualities
Development of 40 Developmental Assets
Second Wave: Attain the Qualities
Resiliency Model: Interaction between life prompts and protective
factors

Third Wave: Concept of Resilience


Motivational energy
Still opposing views
3 rd Wave: Concept of Resilience
Motivational Energy Required
What triggers resilience: sources of strength

Other Areas Considered


Promotion of interventions such as protective processes
Focus on promoting competence and wellness
4 th Wave: Integrative Approach
Assimilate older work: using new technology and
integrative studies across multiple levels of analysis
Define positive adaptation at cellular or neural levels

Look at gene-environment interactions and how they


influence adaptive behavior
Considers the many other additional systems involved in
resilience beyond the individual and the immediate
environment such as ecosystems, computer,
communication, health care, and political systems.
Prominent Research Studies
Longitudinal Study in Kauai (Werner, 1995 & 1996)

698 individuals born in 1955, followed through age 32

1/3 high risk (poverty, perinatal stress, family discord,


divorce, parental alcoholism, or mental illness)

2/3 developed serious learning or behavior problems by age 10 or


delinquency records, mental health problems or pregnancies by
age 18.

1/3 competent adults (who had experienced 4 or more risk factors)


Kauai (cont.)
Protective Factors within the Individual
Infancy and Early Childhood
Temperaments that elicit positive responses: active, affectionate,
cuddly, good-natured
Developed coping patterns: autonomy and ability to ask for help
Middle Childhood and Adolescence
Good problem solving and communication skills
Not gifted, but used talents effectively
Figure out strategies for coping with adversity, either through their
own efforts or reaching out to others for help
Kauai (cont.)
Protective Factors within the Individual (cont.)
Adulthood
Sought compatible environments: school, work, military
Found own niche
Kauai (cont.)
Protective Factors within the Family
Close bond with one persongrandparents or siblings
Held religious beliefs that provided stability and meaning
Boys: household with structure and rules; encouragement of
emotional expressiveness
Girls: emphasis on risk taking and independence; reliable
support from female caregiver
Kauai (cont.)
Protective Factors Within the Community
Rely on peers and elders for emotional support
Seek out others for counsel and comfort in times of crisis
Teachers played a critical role
All resilient high-risk children in this study could point to at least
one teacher who was an important source of support
Teachers listened, challenged, and rooted for them
Summary of Kauai Findings
Clusters of protective factorsinternal and external
Individual Temperament
Skills and Values
Sought out Emotional Support
Supportive Adults
One Teacher
Choose Compatible Life Opportunities
Research Studies (cont.)
Longitudinal Study in Chicago
1539 individuals born around 1940, followed through age
24; low income, minority children
Key Result
Educational attainment prevents unwanted health outcomes
(reduces smoking, substance abuse, depression)
Project Competence
205 individuals, 3rd-6th grades, followed over 10 years
Key Result
If reasonable good resources are present, competence outcomes
are generally good, even in the context of severe stressors
Research Studies (cont.)
Isle of Wight
571 individuals, ages 9 and 10 in 1964; followed through
adolescence
Prevalence and pattern of handicaps during the last 50 years with
marked changes in social and material conditions
Isle of Wight (follow-up study, child abuse, 1998-2000)
378 of original group, ages 42-46
Key Results
Good quality relationships across childhood, adolescence, and
adulthood important for well-being
Factors for resiliency included having one caring parent, positive peer
relationships, stability of adult love relationships
Positive attachment throughout life support resilience
Additional Findings
Foster Children
Academically successful (education beyond high school)
possessed several internal and external protective factors;
involved in community service (Hass & Graydon, 2009)

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

The importance of relationships for human resilience has


been noted in every major review of resilience
-Masten & Obradovie, 2008

It is obvious that children will work harder and do things--


-even odd things like adding fractions---for people they
love and trust. -Noddings, 1988
Promoting Resiliency in Schools
Classroom Interventions
Practice empathy
Help all students feel welcome and appreciated
Develop realistic expectations
Discuss the role of mistakes in learning
Develop responsibility and compassion
Teach students how to solve problems and make decisions
Use discipline to promote self-discipline
-Brooks & Goldstein (2001)
Resources for Teachers
Websites
www.search-institute.org
www.cdl.org

Free Newsletters from the Search Institute


YouthSense: a resource for people who work with children
and teens
The Asset Champion: inspiring stories from community
initiatives around the world
Insights and Evidence: latest research findings
Resources for Teachers (cont.)
Books
Fostering Resilience, by Martin Krovetz
Resiliency: What we Have Learned, by Bonnie Bernard
Understanding and Managing Childrens Classroom
Behavior, by Sam Goldstein and Robert Brooks
Resources for Parents
Websites
www.raisingresilientkids.com
www.search-institute.org
www.dosomething.org

Books
Raising Resilient Children: Fostering Strength, Hope and
Optimism in Your Child by Robert Brooks and Sam
Goldstein.
Any Questions?
The End

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