Creating Emotionally Resilient Children and Young People

Cathy Lyner, Principal Educational Psychologist

Definition

Resilience is:

“A set of qualities that helps a person to withstand many of the negative effects of adversity……Bearing in mind what has happened to them, a resilient child does better than he or she ought to.”

Gilligan 2001

What is resilience?

‘Individuals who overcome adversity, survive stress and rise above disadvantage’

Rutter (1985) ‘Resilience is normal development

under the most difficult and challenging conditions’

Anthony & Cohler (1987).

Positive / Future Emphasis

Protective rather than risk factors Interventions rather than problems Awareness of what you can do and

are already doing that’s positive, rather than on what’s missing

Early intervention for the next generation – resilient parents in the making!

What factors impact positively on a child’s/young person’s mental health

Individual Family School Community

Activity

Internal Factors

self –esteem self-efficacy internal locus of

control optimism competency confidence success view of self?

reflectiveness problem solving communicate

positively positive relationships

peers & adults clear goals social and learning

skills

External Factors

clear boundaries encourage listening understand

behaviour inclusive promote health develop autonomy clear expectations

and ethos?

warm relationships role models supportive and

caring connectedness and

value empower people positive

relationships?

Factors that promote Resilience positive school

experiences developing valued

skills in real life situations

mastery and self efficacy

the ability to ‘make a difference’

non-intervention?

opportunities to develop problem-solving a.w.a. emotional coping strategies

developing the capacity to re-frame adversities

not sheltering children excessively from risk

ActivityThinking about what you are already doing.

Discuss with a partner what is already happening in Shapinsay to build children’s resilience - in school

- in the community

- in families

Activity

Who helped you believe in yourself?

Consider someone special in your life who helped you feel confident about your future, without whom you might not be the person you are now.

Importance of Key Relationships

“ A significant factor emerging from the life histories of competent children from disadvantaged families appears to be the presence in the environment of a charismatic, inspirational person. He/she may be a playmate’s parent, an older friend, a teacher, a member of the clergy, a physician – anyone who can help a child acquire self assurance and a vision of what can be achieved.” Segal 1981

Use of Self

A positive relationship with a significant person is a major resilience component

Warmth Empathic Genuineness Caring Collaborative Creative Clear and ability to be directive Able to create appropriate emotional environment Able to challenge appropriately and sensitively

The Resilience Building School provides welcome and sense of belonging provides a time / place for quiet

working/reflection provides support and a listening ear Supports achievement in a wide variety of

ways gives young people responsibility promotes home school links assists students to develop goals for the

future promotes emotional intelligence

ActivityWelcome Plan

In your groups devise a six point action plan designed to ensure that every pupil feels welcomed in school every day.

It may help to think about how you would like to be treated!

Features of the Resilience Building Classroom

attractive physical environment positive statements on display sanctuary areas brain breaks built in appropriate use of music golden / “carousel” time compliments box visual supports on display “quality” circle time

The Resilience Building Adult

Offers opportunities to participate

Encourages talents and interests

Provides structure and security

Provides appropriate experiences to promote growth and development

Provides stimulation and challenge

Provides predictable routines

Allows repetition and consolidation

Provides opportunities for social skills to be developed

Is a positive model Is non judgemental Communicates

genuine interest and care

Values own well-being!

Teaching Skills for Resilience Self awareness Managing feelings Relationship skills Managing stress Personal responsibility Empathy Communication Conflict resolution

Strategies Used to Develop Emotional Intelligence

Role play Group activities and discussion Circle Time / sharing circles Social skills training Self esteem building

Strategies Used to Develop Emotional Intelligence

Relaxation techniques Problem solving techniques Psychological hardiness approaches Mental rehearsal Circles of friends / peer support Specific Packages e.g. PATHS

Looking after one’s own mental health & wellbeing: themes

exercise communication and social

relationships ‘therapeutic’ and spiritual approaches healthy eating medication i.e. mind, body & spirit holistic

approach