Download Resilience

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
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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 as
School 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., NCSP
Caitlin 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