Link to Resiliency ntalhealth/stressguide.htm

Wellness and Resilience National Health Care is moving the focus from sickness and disease to wellness and prevention.

Lakota Medicine Wheel

References ?cat=1&artid=47

Defining Resilience for Yourself No one size fits all Our idea of it determines how we work with it We expand are ideas about resilience from others It is a journey – not an event It is individual and environmental

Resilience Is Not A program An add-on Only for Prevention Remedial Separate from or in conflict with central educational goals or other educational reforms

APA Resilience Initiative Resiliency has a history and considerable body of research Gained broad public attention since September 11,2001 The country has demonstrated resilience since then APA began focus groups and a campaign 2002 “The ROAD TO RESILIENCE” started FLOOD, MUD, AND CRUD – MN FLOODS 2003 “RESILIENCE IN A TIME OF WAR” - Iraq

APA Resilience Definition The process of adapting well in the face of adversity, trauma, tragedy, threats, or even significant sources of stress – such as family and relationship problems, serious health problems, or work place and financial stressors. It means “bouncing back” from difficult experiences.

What Common Characteristics Emerge from the Literature that Are Found in Resilient Children ?

Good-natured Resilient children are often good-natured, gaining positive attention from others. They are easy to be around and usually have a close bond with a caregiver or significant adult. They also have a sense of humor and coping skills, and they use their inner resources to interact effectively within their context (Murphy & Moriarity, 1076). The attention they get provides positive feedback and strengthens the child’s perception of self.

Accepting Children who are resilient are able to accept and work with life’s challenges. They use negative situations to their advantage in continuing to work toward a particular goal (Joseph, 1994).

Sense of Control Resilient children have a sense of control over their lives (Anthony&Cohler,1987;Redl,1966). They develop coherence, which is a basic belief that life makes sense and they can control their lives (Antonovsky,1979). This sense of control then allows them to maintain order ands structure.

Proactive Children who are resilient tend to approach problems proactively. Their strategies for solving problems enable them to maintain a strong sense of self and to effect positive change as they interact with variables of their lives (Garbarino, et. al. 1992). This in turns results in positive feedback and fuels self-esteem and self-efficacy (Joseph, 1994).

A NEW PARADIGM: Putting Deficits in the Back Seat Pros and Cons of Labels Allow us to identify and diagnose Treat a problem Refer to an expert Communicate in a common language Connect to evidence-based interventions Problem oriented Fix a deficit approach Take us off the hook Stigmatize and stereotype Limit individual options

Children on psychotropic medications beyond the age of 12 are excluded from the military and many police forces.

Becoming Strengths Based to Foster Resilience

Protective Factors Special Interest or Hobby Mentor Family Support Turning Point Event School As A Caring Community

Discuss Examples of Protective Factors in Your Schools ?

Charting Another Course

Tips for Building Resilience Make connections Help others Maintain a routine, with breaks Eat well and exercise regularly Set reasonable goals Move toward goals – take baby steps Maintain a sense of humor

Tips for Building Resilience Be hopeful, have faith and be positive Keep things in perspective Tough times teach us Accept that change is a part of life

Can You See Resilience in Your District What are some examples of how you foster protective factors? Identify some protective factors in your classroom or school.

Challenges to Applying Resilience

Challenge Complete and discuss the Challenge worksheet.

Next Steps

Each team is to prepare and bring a 5-10 minute presentation on one of your approaches that fosters resilience foe children or staff. It can be something that you are already doing or something new that you create before February. Each team will present on their example of a resiliency approach at the February Academy.

February Academy Taking Care of Yourself – challenge results Team Presentations School culture Assessing resiliency Integrating resiliency into curricula and activities