Instructions for PowerPoint DELETE THIS SLIDE BEFORE SHOWING SLIDE SHOW This slide show is intended to be used by school psychologists and can be adapted for different audiences. School psychologists may wish to make changes to the slide show making it more appropriate for the target audience. For example, if the audience is parents or administrators, teacher or school can be replaced with parent or administrator. Feel free to change the Powerpoint in any way that does not alter the information but adapts to your audience. The resources section at the end should be reviewed and only resources that are pertinent to the target audience should be presented. Some of the resources are available for the general pubic and some are only available for download by NASP members. Once downloaded the resources can be shared as appropriate. Before presenting the slide show, review the notes at the bottom of some slides. This will provide you with additional talking points. You can print the notes off before your presentation by selecting file –PRINT and under Print what? Select note pages.

Resilience: Strategies for Parents and Educators Presented by: YOUR NAME, TITLE ADD YOUR INFORMATION TO THIS SLIDE BEFORE PRESENTING © 2005 National Association of School Psychologists, www.nasponline.org

What is Resilience?

Resilience Resilience is the ability to become personally and professionally successful despite severe adversity Resilience is a normal trait that comes from inborn tendencies to adapt Resilience can be fostered in the right environment Paine (2002)

Resilience Developmental assets contribute to resilience: External: positive experiences from people and organizations in the environment (support, empowerment, use of time, boundaries/expectations) Internal: internalized qualities that shape judgment and choices (positive values, identity, commitment to learning, social competencies) Paine (2002)

Resilience Research indicates that students with a high number of developmental assets are less likely to engage in risk behaviors and more likely to succeed in school and maintain good health. Paine (2002)

The Importance of Resilience Represents the ability to deal with life’s challenges in a positive and productive manner Plays a central role in a person’s recovery after exposure to trauma or adversity Critical to understanding a person’s reaction to trauma or adversity

The Importance of Resilience Resilience is essential to success in school and life Adults can help children become more resilient Fostering resilience in children improves school and personal outcomes and reduces risk behaviors

Adversity Family problems, school problems, health issues, poverty, violence, peer rejection, and crises are all examples of types of adversity that can undermine a child’s mental health and interfere with learning.

Possible Risks for Children Facing Adversity Academic failure Social maladjustment Health problems Poverty Mental illness Substance abuse Law enforcement involvement

Promoting Resilience There are strategies that adults who work with children can use to promote resilience Each strategy can be adapted to the environment in which it is used (school, home, church, neighborhood)

Promoting Resilience Be loving and supportive Foster positive attitudes Nurture positive emotions Talking Points bullet-by-bullet: Being safe and cared for builds resilience in children Positive attitudes reflect a sense of power, promise, purpose, self-worth, and “self efficacy”; Teach children to think positively; Help children believe they can succeed if they try; Frame failure as a learning experience; Teach them to re-evaluate and adjust strategies that may not be working; Encourage persistence Demonstrate and provide opportunities for children to see and practice positive emotions such optimism, respect, forgiveness, and empathy; Praise them for success; Avoid judgmental and harsh criticism for failure; Receiving and expressing positive emotions buffer children against depression and other negative reactions

Promoting Resilience Reinforce emotional intelligence Develop their competence Promote positive social connections Listen to and validate children’s feelings; Label emotions in words that they understand; Teach appropriate ways to express positive and negative emotions; Teach them how to problem solve and deal with upsetting experiences Ensure regular school attendance; Help them complete homework; Teach them homework and study strategies; Encourage them to develop talents in activities they enjoy; Teach them to set realistic goals; Teach them how to find and use available resources Encourage a variety of friends; Encourage interaction between a variety of relatives and adults; Having a social network helps children feel supported; Help children learn to develop and maintain healthy relationships

Promoting Resilience Provide consistent and clear expectations Encourage helping others Teach peace-building skills Set, explain, and enforce rules and expected behaviors consistently and fairly Help others at home and at school foster social competence and resilience Teach children how to be assertive and stand up to bullies without being aggressive; Avoid violent games and entertainment

Promoting Resilience Reduce stress Ensure healthy habits Provide medical care Good prenatal care encourages resilience Controlling stress encourages resilience; Practice positive stress control strategies such as meditation, controlled breathing, yoga, exercise, and developing talents Encourage good physical health; Help children get good nutrition, adequate sleep, and exercise Vaccinations, vision and hearing corrections and medical care can increase resiliency by improving school performance Good eating habits, positive stress control, exercise, doctor visits and avoidance of drugs, alcohol, and tobacco produce full-term healthy babies who have better resilience

Building Resilience in Schools: System-Wide Create schools and classrooms that promote: Connectedness Security Personal Value Competency Incorporate resilience skill building into the school curriculum and teacher strategies Connectedness - Friendship skills and social activities Security – Listening to students, Bully-Proofing Personal Value - Self-worth and self-management Competency - Academic, social, and behavioral

Building Resilience as School Psychologists Provide direct service to students at-risk. Incorporate resilience skill building into every student contact Help design and implement school-wide resilience skill building programs Educate parents and staff on their role in building resilience in children

Resilience Supports in Our School INSERT SPECIFICS FOR YOUR SCHOOL(S) HERE ADD YOUR SCHOOL INFORMATION TO THIS SLIDE BEFORE PRESENTING

To contact your school psychologist [ADD NAME and CONTACT INFORMATION HERE] ADD YOUR NAME AND CONTACT INFORMATION TO THIS SLIDE BEFORE PRESENTING

NASP Online Resources for Parents V. S. Harvey (2007). Schoolwide Methods for Fostering Resiliency. Promoting Resiliency in Your Child. Adapted from V. S. Harvey (2003). Resiliency: Strategies for Parents and Educators in Helping Children and Home and School II: Information for Parents and Educators. Bethesda, MD: National Association of School Psychologists. www.nasponline.org/communications

NASP Online Resources for Parents Building Resiliency: Helping Children Learn to Weather Tough Times. Adapted from V. S. Harvey (2003). Resiliency: Strategies for Parents and Educators in Helping Children and Home and School II: Information for Parents and Educators. Bethesda, MD: National Association of School Psychologists. V. S. Harvey (2005). Fostering Resilience: A Handout for Teachers and Parents. NASP Communiqué`, 34(3). www.nasponline.org/communications

NASP Online Resources for Members Book Chapter: Paine s. & Paine C.K. (2002). Promoting Safety and Success in School by Developing Students’ Strengths. In M.R. Shinn, H. W. Walker, & G Stoner (Eds.), Interventions for Academic and Behavior Problems II: Preventative and Remedial Approaches, (pp. 89-112). Bethesda, MD: National Association of School Psychologists. THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE. www.nasponline.org/communications

NASP Online Resources for Members Research Articles: Harrington, P. L. (Ed.). (1998). Resilience Applied: The Promise and Pitfalls of School-Based Resilience Programs. School Psychology Review, 27(3). Smith J. & Cochrane, W. S. (2006). Interventions to Enhance Resilience for Children At Risk for Disruptive Behavior Disorders. NASP Communiqué`, 35 (4). THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE. www.nasponline.org/communications

NASP Online Resources for Members Crisis Response Handout: Identifying Seriously Traumatized Children: Tips for Parents and Educators. NASP Resources: Crisis Resource: Trauma. Managing Strong Emotional Reactions to Traumatic Events: Tips for Parents and Teachers. NASP Resources> Crisis>Trauma. THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE. www.nasponline.org/communications

NASP Online Resources for Members PowerPoint Presentation: Resilience: Strategies for Parents and Educators. THIS IS THE PRESENTATION THAT YOU ARE CURRENTLY LOOKING AT. www.nasponline.org/communications

NASP Online Resources for Members Goldstein, S. & Brooks, R. (2005). Defining a Clinical Psychology of Resilience. NASP Communiqué 33(5). R. B. Armistead, K.C. Cowan (2005, November). Resilience. NASP Communiqué: Communication Matters, 34(3). THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE. www.nasponline.org/communications

Other NASP Resources Book Chapters: McNamara, K. (2002). Best Practice in Promotion of Social Competence in Schools. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 911-928). Brock, S. E. (2002). Identifying Individuals at Risk for Psychological Trauma. In A. Thomas & J. Grimes (Eds.), Best Practices in School Crisis Prevention and Intervention (pp.367-384). Bethesda, MD: National Association of School Psychologists. THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE. www.nasponline.org/communications

Other NASP Resources Brock, S.E., Lazarus, P.J., & Jimerson, S.R.(2002). Creating Nurturing Classroom Environments, chapter from Best Practices in School Crisis Prevention and Intervention. NASP Publication THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE. www.nasponline.org/communications

Other NASP Resources Doll, B., Zucker, S., & Brehm, K. (2004). Resilient Classrooms: Creating Healthy Environments for Learning (Practical Intervention in the Schools). New York: Guilford Press