1. Building Leadership Capacity through Resiliency Dr. D. Annie Henry Dr. Mike Milstein The Resiliency Group 13 October 2006

2. “How we spend our days is, of course, how we spend our lives." —Annie Dillard, American author and Nobel Prize recipient

3. I shall be telling this with a sigh Somewhere ages and ages hence; two roads diverged into a woods, —And I I took the one less traveled by, and that has made all the difference. By Robert Frost

8. I dwell in possibilities. —Emily Dickinson

9. What doesn’t kill me makes me stronger. —Nietzsche

10. Internal Protective Factors 1. Gives of self in service to others or a cause or both. 2. Uses life skills, including good decision making, assertiveness, impulse control, and problem solving. 3. Is sociable and has ability to be a friend and form positive relationships. 4. Has a sense of humor. 5. Exhibits internal locus of control, i.e., belief in ability to influence one’s environment. 6. Is autonomous, independent. 7. Has positive view of personal future. 8. Is flexible. 9. Has spirituality, i.e., belief in a greater power. 10. Has capacity for connection to learning. 11. Is self-motivated. 12. Is “good at something,” has personal competence. 13. Has feelings of self-worth and self- confidence.

11. Environmental Protective Factors 1. Promotes close bonds. 2. Values and encourages education. 3. Uses high warmth, low criticism style of interaction. 4. Sets and enforces clear boundaries (rules, norms, and laws). 5. Encourages supportive relationships with many caring others. 6. Promotes sharing of responsibilities, service to others, “required helpfulness.” 7. Provides access to resources for meeting basic needs of housing, employment, health care, and recreation. 8. Expresses high realistic expectations for success. 9. Encourages goal setting and mastery. 10. Nourishes development of positive connections (such as altruism) and life skills (such as cooperation). 11. Provides leadership, decision making, and other opportunities for meaningful participation. 12. Appreciates the unique talents of each individual.

12. Dysfunctional Response Resilient Response Return to Comfort Zone Survival Adversit y Figure 1: Multiple Ways to Respond to Adversity

13. Resiliency Definitions The process of coping with disruptive, stressful, or challenging life events in a way that provides the individual with additional protective and coping skills.” (Richardson, Neiger, Jensen, & Krumpfer, 1996) “The process of self-righting and growth.” (Higgins, 1994) “The capacity to bounce back, withstand hardships, and to repair yourself.” (Wolin & Wolin, 1993)

14. The Six Resiliency Elements

15. Positive Connections Clear Consistent, and Appropriate Boundaries Life-Guiding Skills Nurture and Support Purposes and Expectations Meaningful Participation

16. For most of us is not that our aim is too high and we miss it, but that our aim is too low and we reach it— Michelangelo

17. Strategies that Promote Leadership Resiliency Positive Connections – Shared decision making – Participation in professional development – mentor Clear, Consistent & Appropriate Boundaries – Involve educators and students to set rules & policies – Communicate policies in writing – Check for clarity – Norms that are clear understood and shared

18. Strategies Continued Life Guiding Skills – Survey staff members – Model adult learning principles – Obtain resources and support Nurture and Support – Purposeful and regular feedback – Celebrations and recognitions – Discouraging negative criticism

19. Strategies Continued Purposes and Expectations – Involve others in development of vision, mission and goals – Create ongoing planning and actions teams – Communicate progress and problems Meaningful Participation – Promote teams – Develop skills to motivate and facilitate process – Promote cooperative efforts

20. If the fish in a stream were dying, we would not assume that we could solve this problem by pulling the fish out of the stream and allowing them to swim in a clean fish tank for 30 minutes each day, returning them to the original system for the remainder of the day. We would begin a systematic search to find out what was causing the fish to die. Solutions might be a combination of cleaning up the stream, educating the users of the stream, and spending money differently to respond to the problem. If the health of the fish were important to us, we would do what was necessary to restore the health of the stream so the fish could thrive. —Mary Taylor, Ph.D.

21. Even if you’re on the right track you’ll get run over if you just sit there. —Will Rogers