1. Resiliency at Ponsonby Primary
A discussion to be had……..

2. Don’t tell me what I can’t do, let me show you what I can do!
We need to begin by firstly examining what is already working well, from there we are able to then see what we need to work on improving.
So if we are serious about putting the well being of our selfs and others to the forefront we firstly must ask? What is the current reality
Consider Appreciative Inquiry
What is right with you is more powerful than anything that is wrong with you.

3. Resilience is …… Our inborn capacity for self righting
All people have the potential for resilience, we can build resilience
Is a process not a programme
Is dynamic and contextual
A new paradigm, shift from ‘risk focused’ research

4. What supports the bounce back?
Individual Resilience
Supportive Environments

5. Personal Resiliency Builders
Relationships - Sociability/ability to be a friend/ability to form positive relationships
Humour - Has a good sense of humour
Inner Direction - Bases choices/decisions on internal evaluation (internal locus of control)
Perceptiveness - Insightful understanding of people and situations
Independence - "Adaptive" distancing from unhealthy people and situations/autonomy
Positive View of Personal Future - Optimism, expects a positive future
Flexibility - Can adjust to change; can bend as necessary to positively cope with situations
Love of Learning - Capacity for and connection to learning
Self-motivation - Internal initiative and positive motivation from within
Competence - Is "good at something"/personal competence
Self-Worth - Feelings of self-worth and self-confidence
Spirituality - Personal faith, sense of mission in life
Perseverance - Keeps on despite difficulty; doesn't give up
Creativity - Expresses self through artistic endeavour
Richardson et al.,Benard, 1991, Werner and Smith, 1992, Hawkins et al., Wolin and Wolin, 1993

6. Internal Protective Factors – characteristics of individuals that promote resiliency
Gives of self in service to others or a cause or both
Uses life skills, including good decision making, assertiveness, impulse control, and problem solving
Has a sense of humour
Exhibits internal locus of control (i.e. belief in self, ability to influence one’s environment)
Has a positive view of personal future
Is flexible- can adjust to change, can bend as necessary to positively cope with situations
Physically active and having physical talents
Is “good at something” has personal competence
Has feelings of self worth and self confidence
Problem solving and coping skills
Ability to connect and feel a sense of belonging (spirituality)
Appraise one’s environment realistically (rational/irrational self talk)
Interpersonal awareness and capacity for understanding and empathy (perceptiveness)
Is sociable and has ability to be a friend and form positive relationships
Good social skills (interpersonal communication)
Capacity to self monitor and learn from mistakes
Love of learning - has a capacity for connection to learning
Having a hobby, creative interest or talent that is valued by others, expresses self through artistic endeavour
Is self motivated and can manage tasks independently, is autonomous
Able to self reflect and critique their own actions, able to show initiative
Willingness and capacity to plan
Spiritual beliefs or understanding eg sense of mission in life, having hope and faith

7. Uses high warmth, low criticism style of interaction
Environmental Protective Factors –
characteristics modelled by Families, Schools, Communities, and
Peer Groups that promote resiliency
Promotes close bonds
Uses high warmth, low criticism style of interaction
Encourages supportive relationships with many caring others
Promotes sharing of responsibilities, service to others, “requires helpfulness’
Provides access to resources for meeting basic needs of housing, employment, health care, and recreation
Expresses high and realistic expectations for success
Encourages goal setting and mastery
Encourages pro-social development of values (such as altruism) and life skills (such as co-operation)
Provides leadership, decision making, and other opportunities for meaningful participation
Appreciates the unique talents of each individual
Warm, positive relationship with at least one colleague
Caring and supportive school environment and educational experience
Family traditions and rituals
Support from significant other person
Positive community norms and a sense of caring, commitment and mutual protection
Forming close relationships within and across gender
Opportunities for involvement
Access to resources – people and things

8. Some Barriers to resilience
Loss and grief
Search for self identity
Drug and alcohol misuse
A history of victimisation or witnessing violence
Low sense of self-worth
Perceived prejudice – discrimination, racism etc
Fear and uncertainty about the future

9. Damage versus the Challenge Mindset
Damage Model
- Risk
Traditional research
Disorders of the body & mind that pathologise and label people with “problems”
focusing on vulnerability
Challenge Model -Resiliency
Credits people with strength
Potential to bounce back
Considers protective factors
Honours people’s power to help themselves
Risk versus damage mindset - this is what we all strength based approaches - looking at prevention!!! A rare thing in education as we often fall into the trap of focusing on the risks and deficits - the gaps

10. Walking the resilience talk
How can we provide a safe and supportive environment in which all staff, students and community can maximise their learning?
How can we assist staff to develop their ability and skills to cope with challenge and stress?
How can we identify staff, in particular need of assistance and support?
How can we support staffwho are dealing with experiences of trauma or dislocation?

11. How can we help each other to be resilient?
What factors hinder our resilience?
What do we do that helps us?
How can we transfer our resilience to our students?