1. Resilience AiS June 2017

2. Building resilience

3. Definition Resilience rɪˈzɪlɪəns/ noun
1. the capacity to recover quickly from difficulties; toughness.

4. The boy with the bread sandwich.
Norman Garmezy, a developmental psychologist and clinician at the University of Minnesota, 
“But to be asked about children who were adaptive and good citizens in the school and making it even though they had come out of very disturbed backgrounds—that was a new sort of inquiry. That’s the way we began.”
First to label and research “resilience”.

5. The Resilient THIRD
In 1989 a developmental psychologist named Emmy Werner published the results of a thirty-two-year longitudinal project. She had followed a group of six hundred and ninety-eight children, in Kauai, Hawaii, from before birth through their third decade of life. Monitoring stressful, difficult or factors which could be labelled “at risk” including poverty, family issues etc. Two thirds of the children came from basically stable, happy and succesful homes Of the “at risk” third - Two-thirds of them “developed serious learning or behavior problems by the age of ten, or had delinquency records, mental health problems, or teen-age pregnancies by the age of eighteen.” But the remaining third developed into “competent, confident, and caring young adults.” They had attained academic, domestic, and social success—and they were always ready to capitalize on new opportunities that arose.

6. What is success?
“I have learned that success is to be measured not so much by the position that one has reached in life as by the obstacles overcome while trying to succeed.” African American educator Booker T. Washington

7. What makes the DIFFERENCE?
Internal and external factors

9. Four trends making more of us less resilient

10. SERVICE & SELF ACTUALisation

11. Self actualisation

12. SERVICE

13. Self actualisation

14. Self actualisation

15. Self actualisation

16. LUKE 22 v 24-27
The common approach: Lord it over, exercise authority, benefactors The alternative: Greatest like youngest, ruler like servant “I am among you as one who serves”

17. Service
How we handle privilege >Give up rights to take on responsibilities >Entitlement undermines resilience The All Blacks model

18. Antennae & COMPASS

19. How do we navigate?

20. POPULARITY
What is true? Trumpism. What is valuable? How do we make decisions? Greatest happiness? Least pain!

21. The myth not the Lie
“The great enemy of the truth is not the lie; deliberate, contrived and dishonest. But the myth; persistent persuasive and unrealistic” John F. Kennedy

22. “THEY cause the Problems”

23. “pessimism & OPTIMISM”

24. “WE ARE BETTER without God”

25. “Religion Has had its day”

26. “You can be anything…”
Reward without Risk Success without effort Achievement without failure

29. The road less travelled

30. Connected & addicted

31. My childhood friends

32. I Love technology

33. Massive change

34. Conspiracy of denial
Never fully present Unresolved conflict Unrealistic expectations Unrealised creativity, quiet and reflection Big Data

35. Growing up & staying put

36. Significant change

37. Growth
Growing up is taking longer – adolescence now thought to last to 25 Significant issues around stress and health Arrested and Accelerated Development Most educated, least informed, most sophisticated, most naïve. Keep Mum 

38. Significant challenge

39. What makes the DIFFERENCE?
Internal and external factors

40. The fabric of faithfulness
Convictions
Character
Community
Calling

41. Teachers and schools
The ability to meet and overcome challenges in ways that maintain or promote well-being plays an essential role in how students learn to achieve academic and personal goals. Resilient young people feel a sense of control over their own destinies. They know they can reach out to others for support when needed, and they readily take initiative to solve problems. Teachers facilitate resilience by helping children think about and consider various paths through adversity. They also help by being resources, encouraging student decision making and modeling resilient competencies.

42. What makes the DIFFERENCE?
Internal and external factors

44. Five strategies to build greater resilience

45. One:Teach resilience

46. REAL Heroes Understanding Origins and Challenges What was overcome?
Who helped meet the challenge?
What was learned?
How do we overcome obstacles in our lives?
The normal of meeting challenges.
Sharing personal examples
The Bible is great for this!

47. TWO: Encourage self reflection

48. Recording thoughts
By exploring answers to the following questions, students can become more aware of their strengths and what they look for in supportive relationships with others.
Write about a person who supported you during a particularly stressful or traumatic time. How did they help you overcome this challenge? What did you learn about yourself?
Write about a friend you helped support as he/she went through a stressful event. What did you do that most helped your friend? What did you learn about yourself?
Write about a time in your life when you had to cope with a difficult situation. What helped and hindered you as you overcame this challenge? What learning did you take away that will help you in the future?
Personal Journals can be very useful here as well as essays.

49. THREE: Help children (& parents) learn from failure

50. Why parents need to let their children fail
Why Parents Need to Let Their Children Fail published in The Atlantic, middle school teacher Jessica Lahey touched on a topic that addressed a difficult issue. How do I teach students to learn and grow through failure and setbacks when their parents are so intent on making them a shining star? The truth is that learning from failure is paramount to becoming a resilient young person.

51. Why parents need to let their children fail
Create a classroom culture where failure, setbacks, and disappointment are an expected and honored part of learning.
Establish and reinforce an atmosphere where students are praised for their hard work, perseverance, and grit — not just grades and easy successes. 
Hold students accountable for producing their own work, efforts from which they feel ownership and internal reward.
Educate and assure parents that supporting kids through failure builds resilience—one of the best developmental outcomes they can give their children.

52. FOUR:Promote discussion about resilience

53. Team NZ
“We feel like we have had an incredibly tough road to get here. We have gone through a lot of adversity with things like the capsize and some tough races here and there. One thing about this team is they have dug super deep to get us to this point and keep making the boat go faster, while fixing the things we have broken” Peter Burling

54. Join the dots
Opportunities abound to connect resilience with personal success, achievement, and positive social change. Expand discussions about political leaders, scientists, literary figures, innovators, and inventors beyond what they accomplished to the personal strengths they possessed and the hardships they endured and overcame to reach their goals. Help students learn to see themselves and their own strengths through these success stories. UNDIVIDED LIFE is one of our Core Values and Aims in TSCF

55. FIVE: Build supportive relationships with students

56. FOUNDATIONS ARE LAID AT HOME, CHURCH & SCHOOL
Special character is not an abstract idea it is embodied in community Significant relationships build and reinforce faith Encouragement through adversity and difficulty is remembered Feeling understood and valued and helped to see a way forward builds resilience Resilience, faith, joy and hope are contagious when modelled well It takes a village to raise a child. Who has helped you to keep going? (Or me?)