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