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RESILIENCE




Working positively with Looked After
          Young People
“can resist
adversity, cope with
uncertainty and
recover more
successfully from
traumatic events or
episodes”




Newman, T (2002)



RESILIENT CHILDREN
RESILIENCE
•   Normal development under difficult circumstances.
    Relative resistance to psychosocial risk experiences. Not
    an individual trait or characteristic .. A range of processes
    that bring together quite diverse mechanisms (Rutter)
•   The human capacity to face, overcome and ultimately be
    strengthened and even transformed by life‟s adversities and
    challenges .. a complex relationship of psychological inner
    strengths and environmental social supports (Masten)
•   A good idea with enormous pragmatic value (Hart and
    Blincow)
FINDING RESILIENCE IN ME

    Think of a time in your life when you have
    struggled to cope with adversity or emotional
    difficulty in your life and consider „what did
    you think and how did you feel‟?
    Now discuss in your group
•   What actions did you take?
•   Why did they help?
FINDING RESILIENCE IN ME
• Talk to family or friends      • Peer support
• Sleep                          • Positive feedback

• Eat                            • Retail therapy

• Walk away, take time out       • Chocolate

• Counselling                    • Self expression

• Educate self about situation   • Diary writing

• Laugh                          • Spend time with animals

• Throw self into new stuff      • Take time for yourself

• Seek company – or solitude     • Spirituality

• Realise you have choices       • Exercise

• Use own skills positively      • Focus on work

• Relate to past experience      • Meditation

• Break into manageable bits     • Medication
Domains of Resilience
            Daniel and Wassell

       Social
                         Secure
       competence
                         base




                              Education
Positive
values



           Talents &
           interests   Friendships
SECURE BASE
•   Provide appropriate responses to attachment style
•   Anticipate and rehearse problems
•   Respond to young person‟s distress but also reach out to them
•   Communicate acceptance
•   Provide time and space to talk about loss and separation
•   Care needs to be predictable
•   Always be reliable
•   Ensure special rituals are maintained on birthdays and other
    celebrations
•   Keep mementoes
•   Do things together
EDUCATION
•   Show that learning can be fun
•   Seek connections between learning & life
•   Model positive attitudes towards learning
•   Give responsibility at school
•   Help with problem-solving skills
•   Identify skills and talents, encourage their development,
    engage school in same
•   Focus on successes at school
•   Advocate for and champion young person‟s education
FRIENDSHIPS
•   Social skills training on friendships
•   Role play
•   Help young people to see what they can offer to their friends
•   Help with the notion of intimacy especially for those who
    have been sexually abused
•   Offer advice about jealousy, gossip etc
•   Peer support programmes on listening and counselling skills
•   Given message of the importance of friendships
TALENTS AND INTERESTS
•   Be persistent and tenacious in supporting talents
    and interests
•   Offer a range of choices of things to do
•   Encourage plenty of physical activity
•   Help young person to understand cause and effect
•   Consider what you can learn from the young
    person and celebrate it
•   Share activities
•   Capture moments on camera
POSITIVE VALUES
•   Discuss normal dilemmas
•   Focus on the reasons for action
•   Listen and take an interest in the young person
•   Praise pro-social activities
•   Require responsibility
•   Provide good role models
•   Provide clear rules and boundaries
•   Be sincere
•   Expect responsible behaviour
SOCIAL COMPETENCE
•   Promote autonomy in decision-making
•   Provide help with problem solving
•   Help young person to build competence through
    small steps towards self-efficacy
•   Provide lots of attention
•   Help young person to develop a sense of purpose
    and future
RESILIENCE IN THE CHILD
  •   being female
  •   secure attachment experience
  •   an outgoing temperament as an infant
  •   good communication skills, sociability
  •   planner, belief in control
  •   humour
  •   problem solving skills, positive attitude
  •   experience of success and achievement
  •   religious faith
  •   capacity to reflect
RESILIENCE IN FAMILIES


  •   At least one good parent-child relationship
  •   Affection
  •   Clear, firm consistent discipline
  •   Support for education
  •   Supportive long term relationship/absence of
      severe discord
RESILIENCE IN COMMUNITIES
 •   Wide supportive network
 •   Good housing
 •   High standard of living
 •   High morale school with positive policies for
     behaviour, attitudes and anti-bullying
 •   Schools with strong academic and non-academic
     opportunities
 •   Range of sport/leisure activities
 •   Anti-discriminatory practice
7 „LEARNABLE‟ SKILLS OF RESILIENCE

 Emotional awareness or regulation   Ability to identify what you are feeling and manage
                                     feelings appropriately


 Impulse control                     Ability to tolerate ambiguity and not rush decision
                                     making
 Optimism                            Optimistic explanatory style - wed to reality

 Causal analysis                     Ability to view difficulties from a number of perspectives,
                                     and consider many factors

 Empathy                             Ability to read and understand the emotions of others.
                                     Helps build relationships with others and gives social
                                     support

 Self-efficacy                       Confidence in your ability to solve problems - involves
                                     knowing your strengths and weaknesses

 Reaching Out                        Being prepared to take appropriate risk - a willingness
                                     to try things and view failure as part of life.
RESILIENT THERAPY: 4 NOBLE TRUTHS
•   Accepting : the art of maximising what you know and then
    applying it to the situation at hand to achieve a better than
    expected outcome
•   Conserving: keeping something within boundaries and
    preserving the good things that are within it
•   Commitment: reliability and predictability – considered and
    balanced
•   Enlisting: orchestrating the right people and organisations
    into the right place to make resilient moves when and where
    they need to be made
5 COMPARTMENTS

•   Basics
•   Belonging
•   Learning
•   Coping
•   Core self
BASICS
•   Good enough housing
•   Enough money to live
•   Being safe
•   Access and transport
•   Healthy diet
•   Exercise and fresh air
•   Play and leisure opportunities
•   Being free from prejudice and discrimination
BELONGING

•   Tap into good influences
•   Find somewhere for the child to belong
•   Responsibilities and obligations
•   Help the child to make friends
•   Make sense of where the child has come
    from
•   Get together people the child can count on
•   Help the child understand his/her place in the
    world
LEARNING

•   Make school life work as well as possible
•   Engage mentors for children
•   Map out career/life plan
•   Help the child to organise him/herself
•   Highlight achievement
•   Develop life skills
COPING

•   Understanding boundaries and keeping
    within them
•   Being brave
•   Solving problems
•   Fostering interests
•   Self calming/soothing
•   Lean on others when necessary
CORE SELF
•   Instil a sense of hope
•   Teach the child to understand other people‟s
    feelings
•   Help the child to know him/herself
•   Help the child to take responsibility for his/herself
•   Foster talents
•   There are tried and tested treatments for specific
    problems – use them
SUGGESTED READING
 Resilient Therapy: Hart, A and Blincow, D (2007)
 Routledge
 Assessing and promoting resilience in vulnerable
 children: Daniel, B and Wassell, S (2002) Jessica
 Kingsley
 Promoting resilience –Supporting children and
 young people who are in care, adopted or in need:
 Gilligan, R (2009) BAAF
 Handbook of resilience in children: Goldstein, S
 and Brooks, R eds. (2005) Kluwer Academic

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Resilience in Looked After Young People

  • 1. RESILIENCE Working positively with Looked After Young People
  • 2. “can resist adversity, cope with uncertainty and recover more successfully from traumatic events or episodes” Newman, T (2002) RESILIENT CHILDREN
  • 3. RESILIENCE • Normal development under difficult circumstances. Relative resistance to psychosocial risk experiences. Not an individual trait or characteristic .. A range of processes that bring together quite diverse mechanisms (Rutter) • The human capacity to face, overcome and ultimately be strengthened and even transformed by life‟s adversities and challenges .. a complex relationship of psychological inner strengths and environmental social supports (Masten) • A good idea with enormous pragmatic value (Hart and Blincow)
  • 4. FINDING RESILIENCE IN ME Think of a time in your life when you have struggled to cope with adversity or emotional difficulty in your life and consider „what did you think and how did you feel‟? Now discuss in your group • What actions did you take? • Why did they help?
  • 5. FINDING RESILIENCE IN ME • Talk to family or friends • Peer support • Sleep • Positive feedback • Eat • Retail therapy • Walk away, take time out • Chocolate • Counselling • Self expression • Educate self about situation • Diary writing • Laugh • Spend time with animals • Throw self into new stuff • Take time for yourself • Seek company – or solitude • Spirituality • Realise you have choices • Exercise • Use own skills positively • Focus on work • Relate to past experience • Meditation • Break into manageable bits • Medication
  • 6. Domains of Resilience Daniel and Wassell Social Secure competence base Education Positive values Talents & interests Friendships
  • 7. SECURE BASE • Provide appropriate responses to attachment style • Anticipate and rehearse problems • Respond to young person‟s distress but also reach out to them • Communicate acceptance • Provide time and space to talk about loss and separation • Care needs to be predictable • Always be reliable • Ensure special rituals are maintained on birthdays and other celebrations • Keep mementoes • Do things together
  • 8. EDUCATION • Show that learning can be fun • Seek connections between learning & life • Model positive attitudes towards learning • Give responsibility at school • Help with problem-solving skills • Identify skills and talents, encourage their development, engage school in same • Focus on successes at school • Advocate for and champion young person‟s education
  • 9. FRIENDSHIPS • Social skills training on friendships • Role play • Help young people to see what they can offer to their friends • Help with the notion of intimacy especially for those who have been sexually abused • Offer advice about jealousy, gossip etc • Peer support programmes on listening and counselling skills • Given message of the importance of friendships
  • 10. TALENTS AND INTERESTS • Be persistent and tenacious in supporting talents and interests • Offer a range of choices of things to do • Encourage plenty of physical activity • Help young person to understand cause and effect • Consider what you can learn from the young person and celebrate it • Share activities • Capture moments on camera
  • 11. POSITIVE VALUES • Discuss normal dilemmas • Focus on the reasons for action • Listen and take an interest in the young person • Praise pro-social activities • Require responsibility • Provide good role models • Provide clear rules and boundaries • Be sincere • Expect responsible behaviour
  • 12. SOCIAL COMPETENCE • Promote autonomy in decision-making • Provide help with problem solving • Help young person to build competence through small steps towards self-efficacy • Provide lots of attention • Help young person to develop a sense of purpose and future
  • 13. RESILIENCE IN THE CHILD • being female • secure attachment experience • an outgoing temperament as an infant • good communication skills, sociability • planner, belief in control • humour • problem solving skills, positive attitude • experience of success and achievement • religious faith • capacity to reflect
  • 14. RESILIENCE IN FAMILIES • At least one good parent-child relationship • Affection • Clear, firm consistent discipline • Support for education • Supportive long term relationship/absence of severe discord
  • 15. RESILIENCE IN COMMUNITIES • Wide supportive network • Good housing • High standard of living • High morale school with positive policies for behaviour, attitudes and anti-bullying • Schools with strong academic and non-academic opportunities • Range of sport/leisure activities • Anti-discriminatory practice
  • 16. 7 „LEARNABLE‟ SKILLS OF RESILIENCE Emotional awareness or regulation Ability to identify what you are feeling and manage feelings appropriately Impulse control Ability to tolerate ambiguity and not rush decision making Optimism Optimistic explanatory style - wed to reality Causal analysis Ability to view difficulties from a number of perspectives, and consider many factors Empathy Ability to read and understand the emotions of others. Helps build relationships with others and gives social support Self-efficacy Confidence in your ability to solve problems - involves knowing your strengths and weaknesses Reaching Out Being prepared to take appropriate risk - a willingness to try things and view failure as part of life.
  • 17. RESILIENT THERAPY: 4 NOBLE TRUTHS • Accepting : the art of maximising what you know and then applying it to the situation at hand to achieve a better than expected outcome • Conserving: keeping something within boundaries and preserving the good things that are within it • Commitment: reliability and predictability – considered and balanced • Enlisting: orchestrating the right people and organisations into the right place to make resilient moves when and where they need to be made
  • 18. 5 COMPARTMENTS • Basics • Belonging • Learning • Coping • Core self
  • 19. BASICS • Good enough housing • Enough money to live • Being safe • Access and transport • Healthy diet • Exercise and fresh air • Play and leisure opportunities • Being free from prejudice and discrimination
  • 20. BELONGING • Tap into good influences • Find somewhere for the child to belong • Responsibilities and obligations • Help the child to make friends • Make sense of where the child has come from • Get together people the child can count on • Help the child understand his/her place in the world
  • 21. LEARNING • Make school life work as well as possible • Engage mentors for children • Map out career/life plan • Help the child to organise him/herself • Highlight achievement • Develop life skills
  • 22. COPING • Understanding boundaries and keeping within them • Being brave • Solving problems • Fostering interests • Self calming/soothing • Lean on others when necessary
  • 23. CORE SELF • Instil a sense of hope • Teach the child to understand other people‟s feelings • Help the child to know him/herself • Help the child to take responsibility for his/herself • Foster talents • There are tried and tested treatments for specific problems – use them
  • 24. SUGGESTED READING Resilient Therapy: Hart, A and Blincow, D (2007) Routledge Assessing and promoting resilience in vulnerable children: Daniel, B and Wassell, S (2002) Jessica Kingsley Promoting resilience –Supporting children and young people who are in care, adopted or in need: Gilligan, R (2009) BAAF Handbook of resilience in children: Goldstein, S and Brooks, R eds. (2005) Kluwer Academic