1. A Resilient Journey Steve Salva CASC President 2011-2012

2. Resilience Our studentsOur students Our workplaceOur workplace Our stateOur state OurselvesOurselves

3. Defined Resilience in psychology refers to the idea of an individual’s tendency to cope with stress and adversity.Resilience in psychology refers to the idea of an individual’s tendency to cope with stress and adversity. Bouncing back to a state of normal functioning or using the experience of exposure to adversity to produce a steeling effect and function better than expected.Bouncing back to a state of normal functioning or using the experience of exposure to adversity to produce a steeling effect and function better than expected. Resilience most commonly understood as a process not a trait.Resilience most commonly understood as a process not a trait. -Wikipedia -Wikipedia Psychological resilience Psychological resilience

4. Building Resilience in Children Learn to be more resilient by changing how we think about challenges and adversities. Learn to be more resilient by changing how we think about challenges and adversities. CompetenceCompetence ConfidenceConfidence ConnectionConnection CharacterCharacter ContributionContribution CopingCoping ControlControl

5. Competence Describes the feeling of knowing that you can handle a situation effectively. Describes the feeling of knowing that you can handle a situation effectively. Help children focus on individual strengthsHelp children focus on individual strengths Empowering children to make decisionsEmpowering children to make decisions Recognize individual competencies and avoid comparisonRecognize individual competencies and avoid comparison

6. Confidence A child’s belief in his/her own abilities is derived from competence. Build confidence by: A child’s belief in his/her own abilities is derived from competence. Build confidence by: Focusing on the best in each child so they can see it as well- recognize when they do wellFocusing on the best in each child so they can see it as well- recognize when they do well Clearly express best qualities such as fairness, integrity, persistence and kindnessClearly express best qualities such as fairness, integrity, persistence and kindness Not pushing the child to take on more than he or she can realistically handleNot pushing the child to take on more than he or she can realistically handle

7. Connection Developing close ties to family and community creates a solid sense of security that leads to strong values and prevents alternative destructive paths to love and attention. Build a sense of physical safety and emotional security at home and schoolBuild a sense of physical safety and emotional security at home and school Allow expression of all emotions-they will reach out later in difficult timesAllow expression of all emotions-they will reach out later in difficult times Address conflict openly to resolve problemsAddress conflict openly to resolve problems Foster healthy relationships that will reinforce positive messagesFoster healthy relationships that will reinforce positive messages

8. Character Children need to develop a solid set of morals and values to determine right from wrong and demonstrate a caring attitude towards others Demonstrate how behaviors affect othersDemonstrate how behaviors affect others Demonstrate the importance of communityDemonstrate the importance of community Encourage the development of spiritualityEncourage the development of spirituality Avoid racist or hateful statements or stereotypesAvoid racist or hateful statements or stereotypes

9. Contribution The world is a better place because we are in it. Understand that contribution can serve as a source of purpose and motivation Many people in the world do not have what they needMany people in the world do not have what they need Stress the importance of serving others by modeling generosityStress the importance of serving others by modeling generosity Create opportunities to contribute in some specific wayCreate opportunities to contribute in some specific way

10. Coping Learning to cope effectively with stress will make students better prepared to overcome life’s challenges Model positive coping strategiesModel positive coping strategies Simply telling someone to stop negative behaviors will not be effectiveSimply telling someone to stop negative behaviors will not be effective Risky behaviors are attempts to alleviate the stress and pain in kids’ daily lifeRisky behaviors are attempts to alleviate the stress and pain in kids’ daily life Do not condemn for negative behaviors-potential to increase sense of shameDo not condemn for negative behaviors-potential to increase sense of shame

11. Control Children who realize that they can control the outcomes of their decisions are more likely to realize that they have the ability to bounce back Empower them to understand life’s events are not purely random and most things happen as the result of another’s choices and actionsEmpower them to understand life’s events are not purely random and most things happen as the result of another’s choices and actions Understand that discipline is about teaching (not punishing or controlling) and can help them to understand actions produce certain consequencesUnderstand that discipline is about teaching (not punishing or controlling) and can help them to understand actions produce certain consequences

12. Development of Resilience Children need to know there is an adult in their life who believes in them and loves them unconditionally Kids will live up or down to our expectations

13. Overview of Stress Will always be in our livesWill always be in our lives Important tool that can aid in our survivalImportant tool that can aid in our survival Body’s reaction mediated through a complex interplay of sensory input-sights and sounds-as well as brain, nervous system, hormones, cells and organsBody’s reaction mediated through a complex interplay of sensory input-sights and sounds-as well as brain, nervous system, hormones, cells and organs Emotions play important role in experience because brain is the conductor. The way we think about stress and what we choose to do about it can affect the impact of a stressful event.Emotions play important role in experience because brain is the conductor. The way we think about stress and what we choose to do about it can affect the impact of a stressful event. -Healthy Children Magazine -Healthy Children Magazine

14. 10 Tips for Teens (American Psychological Association) 1.Get together. Friends, parents, community & groups. 2.Cut yourself some slack. Emotions are difficult coupled with hormones and physical changes. 3.Create a hassle free zone. Room a haven from stress and anxieties. 4.Stick to the program. Routines provide comfort.

15. 5. Take care of yourself. Physically, mentally and spiritually. SLEEP. 6. Take Control. Move towards goals one small step at a time. Take decisive actions. Regain control. 7. Express yourself. Talk, journal or create art to capture your emotions. 8. Help somebody. Gets your mind off your own. Volunteer, clean up, help with homework. 9. Put things in perspective. Think back, learn relaxation techniques, songs, deep breaths, constants in life offer security. 10. Turn it off. Do not focus on sensational and add to the feeling that nothing is going right.

16. Our Workplace Refers to the characteristics and processes of organizations which help them to be resistant to disruption in the face of change and adaptive in the face of crisis situations. -adapted from McCubbin & McCubbin 1988 -adapted from McCubbin & McCubbin 1988

17. Risk Factors External stressors- recession, uncertainty, budget recession, uncertainty, budget Internal stressors- administrative & staff change, instability administrative & staff change, instability Elemental stressors- family problems, health, crises family problems, health, crises

18. Protective Factors Support systems-social, between workplace and broader community Problem solving-ability to collaboratively identify and respond to range of problems Stressor appraisal-perception of stressors and challenges as comprehensible and manageable Harmony- balance between work and life, a holistic valuing of both spheres

19. Implications Monitor levels of pile-up (stressors) Build supportive networks Facilitate problem solving Develop sense of coherence Develop harmony

20. Our State of California  Midyear budget cuts December 15 th  CTA President Dean Vogel (counselor)  Tom Torlakson, State Superintendent of Public Instruction  Senator Darrell Steinberg and Consultant Susanna Cooper  Lee Angela Reid, Principal Consultant Senate Office of Research  Pat Ainsworth, CDE Asst Superintendent Secondary, Post Secondary & Adult Education  School Innovations & Advocacy lobbyists  State SARB Board representation

21. Ourselves Resilience is a journey Self care allows us to be there for others Our profession has existed since the Industrial Revolution Accountability is important for all education professionals Defining our work with measurable outcomes is the future for our profession

22. Bounce Back!! Be flexible (rubber band) Keep it together (paper clip) Bounce back (rubber ball) Reach out (business card) Don’t lose your marbles (marble) Others need your help, you need theirs (Lifesaver) Relax, unwind (tea)

23. The Hand 1976 Old Bridge, New Jersey Carl Sandburg MS Thanks for all you do! Thanks for all you do!

24. Compilation Resources Wikipedia Healthy Children Magazine American Psychological Association Resilience in the Workplace (McCubbin & McCubbin, 1998) Steve Salva, CASC President 2011-2012