Resilience in students

Resilience in StudentsResilience in Students
Carissa ChaseCarissa Chase
Jessica EricksonJessica Erickson
Paula WolfePaula Wolfe

Resiliency in Students
• This portion of our presentation will help
to accomplish the following things:
– Inform you, the teacher, about what resiliency
means in terms of a student’s learning
experience.
– Equip you with the tools and knowledge to help
address resiliency issues among your students.
– Offer you the know-how so that you can help
to teach your students tips and skills in
resiliency.

Resiliency in Students
• Before we begin, we must first establish
exactly what resiliency means for a
student.
• Since our efforts and studies are geared
most toward the exceptional students who
cope with Emotional and Behavioral
Disorders, we will focus our perspective on
resiliency in students with EBDs.

What is Resiliency?
• Starting with the basics:
– We all have our own perceptions regarding
what exactly resiliency is.
• Resiliency can be interpreted in a physical sense, as
in bouncing back from an injury;
• Resiliency can also be defined as having the mental
capacity to endure hardship;
• Finally, resiliency to some is the ability to withstand
moments of temptation or difficulty.
– These are all correct definitions, depending
upon the person or situation offering the
definition.

What is Resiliency?
• To create an even playing field, let’s
establish a general definition of what
resiliency is. This will make for
applying the concept of resiliency to
our students an easier task.

What is Resiliency?
• Merriam-Webster Definition:
– re·sil·ience
– noun ri-zil-y n(t)sə
– Definition of RESILIENCE
– 1: the capability of a strained body to recover
its size and shape after deformation caused
especially by compressive stress
– 2: an ability to recover from or adjust easily to
misfortune or change.
"Resilience - Definition and More from the Free Merriam-Webster Dictionary." Merriam-
Webster Online. Web. 21 Nov. 2010. <http://www.merriam-
webster.com/dictionary/resilience?show=0&t=1290365278>.

Merriam-Webster
Definition Continued…
– Examples of RESILIENCE
– The rescue workers showed remarkable
resilience in dealing with the difficult
conditions.
– Cold temperatures caused the material to lose
resilience.
– … the concert remained a remarkable tribute
to Dylan's resilience and continued relevance.
—Susan Richardson, Rolling Stone, 15 Dec.
1994
"Resilience - Definition and More from the Free Merriam-Webster Dictionary." Merriam-
Webster Online. Web. 21 Nov. 2010. <http://www.merriam-
webster.com/dictionary/resilience?show=0&t=1290365278>.

What is Resiliency?
• Merriam-Webster’s definition
reinforces most individuals’ account
of what “resiliency” means, thanks to
its varied account of possible
meanings.
• But let’s continue to narrow it down…

What is Resiliency?
• The American Psychological Association
states the following thoughts on resiliency:
– “[Resiliency is] a personal journey.”
– “[Resiliency is] unique for each person.”
American Psychology Association. American Psychology Association. Bouncing Back"
Teaching Children Resilience Skills. American Psychology Association. Web. 1
Nov. 2010. <http://uwf.edu/cap/HCW/materials/PalomaresMay08.pdf>.

What is Resiliency?
• The APA published in their journal The Monitor, an article
by Karen Kersting that very accurately describes what
resiliency is and why both children and adults should work
toward achieving resiliency.
• “A question from APA psychologist Ron Palomares, PhD—’What are
some things that are tough to bounce back from?’--garnered a sea
of wiggly raised hands at Fort Belvoir Elementary School in
Virginia during an APA-sponsored school assembly in February.
‘When your best friend moves away,’ said a third-grade girl.
‘Hard tests in school,’ said a fourth-grade boy.
‘You're both right,’ said Palomares, who is APA's assistant
executive director for policy and advocacy in the schools. ‘But
there are things you can do about it.’ “
Kersting, Karen. "Resilience: The Mental Muscle Everyone Has." American Psychological
Association (APA). Apr. 2005. Web. 21 Nov. 2010.
<http://www.apa.org/monitor/apr05/resilience.aspx>.

Focusing on the Students
• Now that we have a clear idea of
what resiliency is, next let’s examine
how it can effect our students;
namely.
• The following information has been
accessed from the American
Psychology Association website:
American Psychology Association. American Psychology Association.
Bouncing Back" Teaching Children Resilience Skills. American
Psychology Association. Web. 1 Nov. 2010.
<http://uwf.edu/cap/HCW/materials/PalomaresMay08.pdf>.

“Bouncing Back” Teaching
Children Resilience Skills”
Ronald S. Palomares, Ph. E
American Psychology
Association
• “Why do we Need Resilience?
– Makes us stronger
– Better able to cope with life’s problems
– Helps manage during tough times”

“Bouncing Back” Teaching
Children Resilience Skills”
(Continued)
• “What is ‘Resilience?’”
– “The capacity to adapt well to trauma
and adversity”
– “Bouncing Back (Post Traumatic
Growth)”

The Bottom Line:
• The bottom line is this: It’s hard to be a kid in
today’s world. Students’ lives are dependent on a
consistent, secure, and loving home; a well
established support system both in and out of
school; trusting, approachable relationships with
teachers; and the courage to avoid making poor
decisions.
• As teachers we are well aware of how often our
students are lacking in these important areas.
Therefore, we must work to help teach our
students resilience skills. With these skills, our
students stand a chance at coping with the life
factors are not always within their own control.

Resiliency is Especially
Important for Students
with EBDs
• The National Center on Education, Disability, and
Juvenille Justice (EDJJ) has created a fantastic
powerpoint presentation that outlines the
importance of resiliency skills among students
with EBDs.
• EDJJ Presentation on Resiliency Among Students With
EBDs
• Christle, Christine, Kristine Jolivette, C. Michael Nelson, and Terrance M. Scott. Risk
and Resilience Factors. Risk and Resilience Factors and the Development of EBD.
University of Kentucky & University of Florida. Web. 21 Nov. 2010.
<www.edjj.org/prevention/docs/risk_factors.ppt>.

Addressing &Teaching
Resilience
• Now that we’ve established what
resiliency is and how it can effect
students, let’s discuss how teachers
can both address resiliency issues
and teach their students resiliency
skills.

Five Levels of Resiliency
• The Resiliency Center, developed by Al Seibert,
Ph. D., promotes the following five levels of
resiliency:
1) Maintaining Your Emotional Stability, Health,
and Well-Being
2) Focus Outward: Good Problem Solving Skills
3) Focus Inward: Strong Inner “Selfs”
4) Well-Developed Resiliency Skills
5) The Talent for Serendipity
• We will be tackling the topics of addressing &
teaching resiliency to students by following
these five levels.
Seibert, Al. "Resiliency Center: Thr Five Levels of Resiliency." The Resiliency Center:
Become Resilient, Learn to Resile, Develop Resilience, Find Resiliency Professionals.
Web. 21 Nov. 2010. <http://www.resiliencycenter.com/articles/5levels.shtml>.

Level 1: Maintaining Your
Emotional Stability, Health,
and Well-Being
• While addressing Level 1, we can begin by
considering the following areas (and please
remember that these are only examples,
there is always room for improvement in
the field of education)
– Health
– Sex Education
– Behavior Management
– Stress Management
– Establishing Caring Relationships

Level 1:
• Ronald Palomares states in his “Bouncing Back”
presentation that parents must make their homes
an emotionally safe place so that their students
can feel comfortable in developing emotionally.
This can ultimately lead to strong resiliency skills.
– Teachers possess a rather limited access of
power in regard to improving a student’s home
life, but teachers can aim to help by
establishing trusting relationships with their
students. This may encourage students to
openly discuss pertinent home issues, but will
most definitely help teachers when aiming to
initiate this type of discussion with their
students.

Level 1:
• Teach Students Self- Care:
– Depending upon your students’ ages,
self-care in the form of hygiene, sex
education, puberty, mental well-being,
diet, exercise, rest, etc. can serve as an
integral tool in building independent (and
subsequently, resiliency) skills.
Bouncing Back" Teaching Children Resilience Skills. American Psychology
Association. Web. 1 Nov. 2010.

Level 2: Focus Outward:
Good problem Solving Skills
• In regard to Level 2, we can help our
students by addressing and teaching skills
in the following areas:
– Conflict Resolution
– Communication Skills
– Interpersonal Communication Tips
– Study Skills
– Time Mangament

Level 2:
• The APA suggests in their article “10 Tips
for Building Resilience in Children and
Teens” that it’s necessary to establish and
promote a daily routine both in the
classroom and at home. This can help to
encourage organization, time management,
and overall stability.
• Coincidentally, the APA states in the same
article that it’s important to allow breaks
from routines. This teaches students that
overly worrying about routines can become
counter-productive.
"Resilience Guide for Parents & Teachers." American Psychological Association
(APA). Web. 21 Nov. 2010. <http://www.apa.org/helpcenter/resilience.aspx#>.

Level 3: Focus Inward:
Strong Inner “Selfs”
• Level 3 topics to address and teach
may include the following:
– Self-esteem
– Body Image
– Depression & Mental Health Topics
– Selecting Positive Friends & Companions
– Positive Role Models

Level 3:
• Excerpt from APA’s “10 Tips for Building
Resilience in Children and Teens”:
– “Move toward your goals. Teach your child to set
reasonable goals and then to move toward them one
step at a time. Moving toward that goal- even if it’s
a tiny step- and receiving praise for doing so will
focus your child on what he or she has accomplished
rather than on what hasn’t been accomplished, and
can help build the resilience to move forward in the
face of challenges.
• At school, break down large assignments into
small, achievable goals for younger children; and
for older children, acknowledge accomplishments
on the way to larger goals.”

Level 3:
• Ronald Palomares offers this advice in his
“Bouncing Back” presentation:
– Parents must talk with their children. Establish
open and honest relationships, but keep the
discussions age appropriate.
• This advice can also transcend into the classroom as
teachers aim to help students with resiliency.
– Palomares believes that resiliency begins at
home. Parents must create strong bonds with
their children, support and care for them both
physically and mentally, and show their children
love and trust.
• Teachers can aide in this process by establishing
frequent communication with parents, and offering
supplemental materials to parents that address
discussing relationships and resiliency at home.

Level 3:
• The American Psychology Association offers the
following advice to parents and teachers
regarding helping children and teens to select
positive friends:
– “Teach your child how to make friends, including the skill
of empathy… Encourage your child to be a friend in
order to get friends. Build a strong family network to
support your child through his or her inevitable
disappointments and hurts.
– At school, watch to make sure that one child is not
being isolated. Connecting with people provides social
support and strengthens resilience.

Level 4: Well-Developed
Resiliency Skills
• Level 4, while a culmination of all 5
steps in essence, may also allow
teachers to address and teach these
topics to their students:
– Recognition of Inner Strength
– Patience for Improvement
– Willingness to Learn

Level 4:
• Excerpt from APA’s “10 Tips for Building
Resilience in Children and Teens”:
– “Accept that change is part of living. Change
often can be scary for children and teens. Help
your child see that change is part of life and
new goals can replace goals that have become
unattainable.
– In school, point out how students have
changed as they moved up in grade levels and
discuss how that change has had an impact on
the students.”

Level 5: The Talent for
Serendipity
• Finally, Level 5 topics may lead
teachers to issues that relate to…
– Helping students to turn the negative
into the positive
– Service Learning
– Character Education

Level 5:
• Another great tip from the APA:
– Teach children how to look for moments of self-
discovery. Even as adults it can be extremely difficulty
in trying times to focus on the positive. However,
teaching students that every life experience is an
opportunity for learning can serve as an extremely
valuable life lesson; something that students can utilize
year after year.
• “At school, consider leading discussions of what each
student has learned after facing down a tough situation.”
• “Use history to show that life moves on after bad events.”
• “Help children see how their individual accomplishments
contribute to the wellbeing of the class as a whole.”

Level 5:
• Service-Learning and other forms of
volunteering can help students to gain a
sense of self achievement and
empowerment. Incorporating volunteer
opportunities into your classroom, can help
to encourage your students to help others.
This both teaches volunteerism and
citizenship, but also allows students
opportunities to witness the resiliency of
others.

Resources
• We’ve reached the final step of our
journey. We’ve established a definition of
what resiliency is, what it is important to
students, how it is especially important to
students with EBDs, and what teachers
can do to help establish and promote
resiliency among their students.
• Our final portion of this presentation will
offer you some informative and valuable
resources so that you may be well equipped
for addressing the topic of resiliency in
the classroom.

Resource #1: FOCUS
• The Bureau of Medicine and Surgery
has taken a supreme interest in the
concept of promoting resiliency in
children and families; the
organization has created a program
called FOCUS that aides families of
military members who have been
affected by combat injuries.

FOCUS
• Excerpt from FOCUS website:
• “When military parents fulfill occupational duties
during wartime, their children and families can face
many challenges, such as long separations, changes in
family routines, and dealing with concerns about the
safety of the parent who is deployed and about the
well-being of the parent who remains at home.
• There may be times when they find long and multiple
deployments more challenging than usual, particularly
if a parent is dealing with the effects of combat
stress and/or injuries.
• FOCUS is based on over 20 years of research with
children and families facing challenges and adversities
in many different settings. It has successfully
provided services to thousands of participants at
dozens of sites and continues to expand, including new
online availability for those who are remotely located.”
"FOCUS | What Is Resiliency?" FOCUS | Home. Web.
21 Nov. 2010. <http://www.focusproject.org/how-it-
works/resiliency-training>.

Resource #2: APA Help
Center
• The American Psychology Association offers a variety of
pamphlets, powerpoint presentations, and printable
activities for parents and teachers.
• I recommend the following links to areas of the site:
• Resilience Guide for Parents & Teachers:
– http://www.apa.org/helpcenter/resilience.aspx
• The Road to Resilience:
– http://www.apa.org/helpcenter/road-resilience.aspx
• Resilience in a Time of War: Tips for Parents & Teachers of
Middle School Students:
– http://www.apa.org/helpcenter/middle-school-resilience.aspx

Resource #2: APA Help
Center
• Resilience in a Time of War: Tips for
Parents & Teachers of Elementary
Students:
– http://www.apa.org/helpcenter/kids-
resilience.aspx
• Resilience for Teens:
– http://www.apa.org/helpcenter/resilience-
teens.aspx
• Resilience for Teens: Got Bounce?
– http://www.apa.org/helpcenter/bounce.aspx

Resource #3: Monitor
• APA’s journal The Monitor printed
this article, written again by Karen
Kersting, in 2003. The article, titled
“Lessons in Resilience”, offers tips
for working with students during
times of distinct stress:
– http://www.apa.org/monitor/sep03/less
ons.aspx

Resource #4: “Bouncing
Back: Teaching Children
Resiliency Skills”
• View Ron Palomares’ “Bouncing Back…”
powerpoint presentation in its
entirety:
– "Bouncing Back: Teaching Children
Resiliency" Presentation

Resource #5: Child
Development Institute
• Excellent Study Skills Tips, applicable for students of any
age:
– http://www.childdevelopmentinfo.com/learning/studytips.shtml
• Tips for Teaching Positive Self-Image:
– http://www.childdevelopmentinfo.com/disorders/self-
esteem.shtml
• “The Talk”- Tips on Tackling the Topic of Sex With Your
Child:
– http://www.childdevelopmentinfo.com/parenting/teen-
datingsex.shtml
• Talking to Your Child About Bullying:
– http://www.childdevelopmentinfo.com/parenting/teen-
bullying.shtml

Resource #6: Pacer
Teens Against Bullying
• This is a great tool for middle school
students. This interactive site breaches
the topic of bullying in a variety of means,
touching on cyber bullying, texting,
defining what bullying is and how it can
effect students, and equipping students
with the tools to help eradicate bullying in
their schools.
– http://www.pacerteensagainstbullying.org/

Resource #7: Resilience
Net
• This site provides teachers and
parents with some comprehensive
research so as to better inform
adults on the topic of resilience in
students.
– http://resilnet.uiuc.edu/library/dig126.h
tml

Resilience in students

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