1. Developing resilience Dr Graham Jowett July 2011

2. Contents The background of resilience Definitions The value of resilience to ISCs How we might deliver it How we might measure it The specific needs of our learners

3. A belief that problems can be solved A history of positive relationships The ability to reflect and plan Cognitive flexibility and curiosity Humour in the face of difficulty Religious, spiritual or altruistic activity Social support, e.g. role models and mentors Active coping, including exercise and training Good self-esteem Patience Factors facilitating resilience

4. Why is resilience important? Our learners' previous experiences "Adaptive distancing” What world are we preparing learners for? Can we predict our students’ future? What measurable outcomes do we need? What learning experiences and services should we provide?

5. Their future Cuts in budgets Cuts in services Conditionalty Consumerism - individual action Communal action - campaigning Climate change

6. How can we deliver? By creating a culture of success and value By creating a community with a supportive spiritual or altruistic dimension By managing risk, making it a positive, challenging experience By training and experiencing success in problem-solving

8. Recording resilience Record the skills which learners acquire as part of the ILP process. Adapt and use off the shelf tests such as: Connor-Davidson Resilience Scale Wagnild and Young Resilience Scale Multidimensional Students’ Life Satisfaction Scale (MSLSS)

9. Our learners complex needs ASD ADHD Speech and Language Impairments ADHD Dyspraxia Mental health issues

10. By providing coaching in coping skills which takes account of individual learners' impairments, e.g. by being very task oriented and 'concrete', rather than teaching understanding. By working remotely with families, carers and social networks to support our learners. Delivering resilience