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Resilience: Strategies for Parents and Educators
Presented by:
Western Elementary School
Support Services
© 2005 National Association of School Psychologists, www.nasponline.org
What is Resilience?
Resilience
• Resilience is the ability to become personally and professionally successful despite severe adversity
• Resilience is a normal trait that comes from inborn tendencies to adapt
• Resilience can be fostered in the right environment
Paine (2002)
Resilience• Developmental assets contribute to
resilience:
– External: positive experiences from people and organizations in the environment (support, empowerment, use of time, boundaries/expectations)
– Internal: internalized qualities that shape judgment and choices (positive values, identity, commitment to learning, social competencies)
Paine (2002)
Resilience
• Research indicates that students with a high number of developmental assets are less likely to engage in risk behaviors and more likely to succeed in school and maintain good health.
Paine (2002)
The Importance of Resilience
• Represents the ability to deal with life’s challenges in a positive and productive manner
• Plays a central role in a person’s recovery after exposure to trauma or adversity
• Critical to understanding a person’s reaction to trauma or adversity
The Importance of Resilience
• Resilience is essential to success in school and life
• Adults can help children become more resilient
• Fostering resilience in children improves school and personal outcomes and reduces risk behaviors
Adversity
• Family problems, school problems, health issues, poverty, violence, peer rejection, and crises are all examples of types of adversity that can undermine a child’s mental health and interfere with learning.
Possible Risks for Children Facing Adversity
• Academic failure
• Social maladjustment
• Health problems
• Poverty
• Mental illness
• Substance abuse
• Law enforcement involvement
Promoting Resilience
• There are strategies that adults who work with children can use to promote resilience
• Each strategy can be adapted to the environment in which it is used (school, home, church, neighborhood)
Promoting Resilience
• Be loving and supportive
• Foster positive attitudes
• Nurture positive emotions
Promoting Resilience
• Reinforce emotional intelligence
• Develop their competence
• Promote positive social connections
Promoting Resilience
• Provide consistent and clear expectations
• Encourage helping others
• Teach peace-building skills
Promoting Resilience
• Reduce stress
• Ensure healthy habits
• Provide medical care
• Good prenatal care encourages resilience
Building Resilience in Schools:System-Wide
• Create schools and classrooms that promote:– Connectedness – Security– Personal Value – Competency
• Incorporate resilience skill building into the school curriculum and teacher strategies
Building Resilience asSchool Psychologists
• Provide direct service to students at-risk.– Incorporate resilience skill building into every
student contact
• Help design and implement school-wide resilience skill building programs
• Educate parents and staff on their role in building resilience in children
Resilience Supports in Our School
• INSERT SPECIFICS FOR YOUR SCHOOL(S) HERE
To contact your school psychologist
Liliana Felix, M.S., NCSPCaitlin McQueeney, M.S., Intern
NASP Online Resources for Parents
• V. S. Harvey (2007). Schoolwide Methods for Fostering Resiliency.
• Promoting Resiliency in Your Child. Adapted from V. S. Harvey (2003). Resiliency: Strategies for Parents and Educators in Helping Children and Home and School II: Information for Parents and Educators. Bethesda, MD: National Association of School Psychologists.
www.nasponline.org/communications
NASP Online Resources for Parents
• Building Resiliency: Helping Children Learn to Weather Tough Times. Adapted from V. S. Harvey (2003). Resiliency: Strategies for Parents and Educators in Helping Children and Home and School II: Information for Parents and Educators. Bethesda, MD: National Association of School Psychologists.
• V. S. Harvey (2005). Fostering Resilience: A Handout for Teachers and Parents. NASP Communiqué`, 34(3).
www.nasponline.org/communications
NASP Online Resources for Members
• Book Chapter: – Paine s. & Paine C.K. (2002). Promoting Safety and
Success in School by Developing Students’ Strengths. In M.R. Shinn, H. W. Walker, & G Stoner (Eds.), Interventions for Academic and Behavior Problems II: Preventative and Remedial Approaches, (pp. 89-112). Bethesda, MD: National Association of School Psychologists.
www.nasponline.org/communications
NASP Online Resources for Members
• Research Articles: – Harrington, P. L. (Ed.). (1998). Resilience Applied:
The Promise and Pitfalls of School-Based Resilience Programs. School Psychology Review, 27(3).
– Smith J. & Cochrane, W. S. (2006). Interventions to Enhance Resilience for Children At Risk for Disruptive Behavior Disorders. NASP Communiqué`, 35 (4).
www.nasponline.org/communications
NASP Online Resources for Members
• Crisis Response Handout: – Identifying Seriously Traumatized Children: Tips for
Parents and Educators. NASP Resources: Crisis Resource: Trauma.
– Managing Strong Emotional Reactions to Traumatic Events: Tips for Parents and Teachers. NASP Resources> Crisis>Trauma.
www.nasponline.org/communications
NASP Online Resources for Members
• PowerPoint Presentation: – Resilience: Strategies for Parents and
Educators.
www.nasponline.org/communications
NASP Online Resources for Members
• Goldstein, S. & Brooks, R. (2005). Defining a Clinical Psychology of Resilience. NASP Communiqué 33(5).
• R. B. Armistead, K.C. Cowan (2005, November). Resilience. NASP Communiqué: Communication Matters, 34(3).
www.nasponline.org/communications
Other NASP Resources
• Book Chapters: – McNamara, K. (2002). Best Practice in Promotion of
Social Competence in Schools. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV (pp. 911-928).
– Brock, S. E. (2002). Identifying Individuals at Risk for Psychological Trauma. In A. Thomas & J. Grimes (Eds.), Best Practices in School Crisis Prevention and Intervention (pp.367-384). Bethesda, MD: National Association of School Psychologists.
www.nasponline.org/communications
Other NASP Resources
• Brock, S.E., Lazarus, P.J., & Jimerson, S.R.(2002). Creating Nurturing Classroom Environments, chapter from Best Practices in School Crisis Prevention and Intervention. NASP Publication
www.nasponline.org/communications
Other NASP Resources
• Doll, B., Zucker, S., & Brehm, K. (2004). Resilient Classrooms: Creating Healthy Environments for Learning (Practical Intervention in the Schools). New York: Guilford Press