1. Youth Resiliency Chris Pawluk Lead Psychologist Rocky View Schools @chrispawluk 1

2. Good Outcomes Academic and Vocational Success Relationship skills Self-Management Empathy Responsible Decision Making Self-Awareness 2

3. Bad Outcomes Academic failure Social maladjustment Poverty Mental and physical health problems Substance abuse Law enforcement involvement

4. 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)

5. 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)

6. 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

7. The Importance of Resilience 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)

8. Resilience Risk Factors Temperament Sensitivity Threat-Focused Attention Traumatic Life Events Protective Factors Attachment/Affection Cognitive style Family/Friends Sleep/Exercise/Diet School

9. Protective Factors Positive Relationships that: Provide Care and Support Create Love and Trust Offer Encouragement 9

10. Promoting Resilience Reinforce emotional intelligence Develop youth competence Praise children for their efforts Promote positive social connections

11. Promoting Resilience Provide consistent and clear expectations Set, explain, and enforce rules consistently and fairly Encourage helping others Helping others is the fastest way to make yourself happy Teach peace-building skills

12. Promoting Resilience Reduce stress Ensure healthy habits High intensity exercise prevents depression and anxiety Provide medical care Good prenatal care encourages resilience

13. Maslow’s Hierarchy of Needs 13 Learning

14. What Parents Can Do Maintain good relationships Avoid seeing crises or stressful events as unbearable problems Accept circumstances that cannot be changed Develop realistic goals Take decisive actions in adverse situations 14

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17. What Parents Can Do Look for opportunities of self-discovery after a stressful event Develop self-confidence Keep a long-term perspective- put the stressful event in a broader context Maintain a hopeful outlook Take care of your mind and body 17

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19. Resources for Parents Carol Dweck: Mindset www.mindsetonline.com

20. Resources for Parents www.nurtureshock.com 20

21. Online Resources http://lifehacker.com/5976310/nine- strategies-successful-people-use-to- overcome-stresshttp://lifehacker.com/5976310/nine- strategies-successful-people-use-to- overcome-stress http://www.pickthebrain.com/blog/10- ways-to-instantly-build-self-confidence/http://www.pickthebrain.com/blog/10- ways-to-instantly-build-self-confidence/ http://www.keystosimpleliving.com/relation ships_children.phphttp://www.keystosimpleliving.com/relation ships_children.php http://www.search- institute.org/developmental-assetshttp://www.search- institute.org/developmental-assets 21

22. Online Resources Resiliency for Parents and Teachers https://www.facebook.com /SearchInstitute?sid=0.84 81712993234396https://www.facebook.com /SearchInstitute?sid=0.84 81712993234396 22

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24. 5 Minute Break 24

25. Social-Emotional Intervention Program

26. Programs 3 developmentally sensitive FRIENDS versions: FUN FRIENDSKindergarten-Gd. 24-7 years FRIENDS for Life for Children Elementary School8-11 years FRIENDS for Youth Middle & Secondary School 12-16 years

27. Tips for Parents – Session 1 Learning to feel confident and brave in sharing one’s feelings and ideas in a safe and appropriate way Understanding and accepting differences between people, and acknowledging that we all share things in common, e.g. everyone feels worried sometimes. Learning to cope with stress, fears and worries Identifying happy experiences and goals

29. The FRIENDS ACRONYM F F eelings R R emember to Relax I I can do it! I can try my best! E E xplore Solutions and Coping Step Plans N N ow reward yourself! You’ve done your best! D D on’t forget to practice! S S mile! Stay calm for life!

30. Tips for Parents – Session 2 F = Feelings Understanding your own and other people’s feelings Identifying feelings we want to “grow” and feelings we want to “shrink” in our lives. We can’t expect to have happy feelings all the time! Normalization of all feelings – we all experience certain feelings in different situations. While all feelings are okay, it’s what we do with our feelings that counts most. For example, when we are feeling angry, we could kick something or somebody, or we could splash our face with water and take some deep breaths. Thinking in powerful or helpful ways – we can choose to think in ways that help us feel good

31. Tips for Parents – Session 3 R = Remember to Relax (have quiet time) Learning to feel confident and brave body clues - paying attention to the physical reactions we experience when we feel worried or nervous, helps us to understand how we are feeling e.g. butterflies in tummy, tight muscles. This doesn’t mean we are sick! Our body is our friend! We can use different methods of relaxation to remain calm, manage our worries, and to feel confident and relaxed, e.g. slow deep breaths, muscle relaxation.

32. Tips for Parents – Session 3 I = I can do it! I can try my best? Helpful (green) and Unhelpful (red) Self-talk Understanding and paying attention to our thoughts, or “self talk” Introducing the idea of different kinds of thoughts: Unhelpful RED thoughts – stop! Red thoughts make us feel miserable, worried or upset. Helpful GREEN thoughts – go! Green thoughts make us feel strong, brave, happy and confident. Understanding thoughts and feelings affect our behaviour.

33. Tips for Parents – Session 4 I = I can do it! I can try my best?

34. Tips for Parents – Session 5 I = I can do it! I can try my best? Changing Unhelpful thoughts into Helpful thoughts. Be aware that bossing back unhelpful thoughts is just like learning any other new skill – it takes lots of practice! But it is worth the effort, because it can make a huge difference in our ability to cope with difficult situations. Challenging unhelpful thoughts Changing red thoughts into to green thoughts Paying attention to the positive aspects of any situation can help us cope and feel better

35. Tips for Parents – Session 5 I = I can do it! I can try my best? Changing Our Cognitive Patterns

36. Tips for Parents – Session 6 E = Exploring ways to cope Learning to do things one step at a time – breaking difficult things down into smaller manageable steps (The “Coping Step Plan”)

37. Coping Step Plan-Giving a Speech

38. Tips for Parents – Session 7 Learning from our role models and building Support teams Understanding the importance of role models and support teams. Establishing personal role models and support team. For participants to identify their own social support team, and to learn how to use them when they need to Being part of someone else’s’ support team. Identifying positive friendship qualities and social skills

39. Tips for Parents – Session 8 Using a Problem Solving Plan To learn and utilize the 6-Block Problem Solving Plan  We all face many different challenging situations life. Rather than focusing on the problem, the best idea is to come up with a solution for that problem.  There are always many different solutions – it’s a matter of choosing the best one.

40. Tips for Parents – Session 9 N = Now reward yourself! (You’ve done your best!) D= Don’t forget to Practise S= Smile! Stay Calm and talk to your support networks.

41. Tips for Parents – Session 9 For participants to understand the importance of self- rewards, and to be happy with themselves for trying their best, not for being perfect. We should reward ourselves to acknowledge own achievements and strengths Trying your best is a success – as long as you have a go, that is the most important thing! We should also reward ourselves at each step of our coping step plan, not just when we achieve our final goal (Note: try to make rewards proportionate to achievements). Choosing rewards for ourselves. Interpersonal rewards are the most powerful = fun, quality time. Rewards don’t have to cost money! Thinking like a winner, regardless of outcome