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Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
Resilience presentation
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Resilience presentation

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Transcript

  • 1. An Overview
  • 2. What is resilience? Ability to “bounce back” Adapting to hardships and setbacks in life
  • 3. Understanding Resiliency Not always present Resilient levels change School’s influence
  • 4. Other Resilience Skills Be patient and slow down Know when to ask for help Stress can be normal Create a plan of action
  • 5. Building Resiliency Skills Areas to develop capacity for resilience 1. Autonomy 2. Social Competence 3. Positive Attitude
  • 6. Also to Improve Resiliency  Get connected  Find meaning  Laugh  Learn from experience  Remain hopeful  Keep a journal  Accept and anticipate change  Work toward a goal  Maintain perspective
  • 7. Resilience and Mental Health Mental health and inequalities “No one survives without community and no community thrives without the individual.”
  • 8. Resilience as Protection Depression/anxiety Social support/being bullied Existing mental illness
  • 9. “Although the risks and contradictions of life go on being as socially produced as ever, the duty and necessity of coping with them has been delegated to our individual selves.
  • 10. Training Empowering Individuals • Changes unconstructive behaviors • Actions and ways of thinking • Increases prefrontal cortex • Increases skills needed for resilience – Cognitive: memory, judgment – Physical- regular exercise, diet and restful sleep – Emotional- addressing problems not avoiding them – Spiritual- practice forgiveness, acceptance
  • 11. The Mayo Clinic Minnesota  Mayo Clinic Integrative Medicine  One or Two 90-120 minute sessions  Followed by DVD based instruction  Paced breathing meditation  Stress Management and Resilience Training  Single 90 minute session  One on One  Learn how brain & mind generate unwanted stress  Taught 2 step program ○ Empowering to handle stress
  • 12. Abbott Northwestern Hospital Penny George Institute for Health and Healing  outpatient  8 week program  Meet Dr. Emmons for 90 minute assessment  Meet Nutritionist  Meet exercise physiologist  8 weeks of group session • Meditation • Manage negative emotions
  • 13. Why do we need training  Embrace body as whole  Reduce stress  Renewed spirit  Refine executive skills  Clarity of thinking  Have Balance & flexibility
  • 14. Children draw from three sources of resilience  I HAVE: (external supports) Role models, structure and rules, trusting relationships Example – People who model behavior, love me and teach me  I AM: (personal strengths) Lovable, loving, proud Example – Respectful of others and a person people can love  I CAN: (social and interpersonal skills) Communicate, problem solve, manage feelings Example – Control myself and be an advocate for myself
  • 15. To build resiliency in children they need:  love and trust  food and shelter  hope and autonomy  safe haven  safe relationships
  • 16. Resiliency in children from Birth to age 3 Child learns trust and autonomy
  • 17. Parents and care givers can promote resiliency by  Encouragement  Modeling Behavior  Enforcing rules  Providing unconditional love  Balancing freedom to explore  Providing a stable environment
  • 18. Examples of Resilience versus Non-resilience promoting activities  A baby is screaming/crying and kicking  You can promote resilience by picking up child, checking diaper, comforting  You don’t promote resiliency if you tell the baby it is find and walk away
  • 19. A Resilient 3 year old  feels secure in parents love  will explore new things  Feels proud of accomplishments  knows daily routines
  • 20. Resiliency in children 4 to 7  Child learns about initiative and is busy  Child is involved in all kinds of play and pretend activities
  • 21. Parents and caregivers can promote resiliency by  Providing unconditional love  Express love verbally  Model behaviors when facing adversity  Calm and soothe  Encourage  Offer explanations  Help child begin to accept responsibility
  • 22. Examples of Resilience versus Non-resilience promoting activities Children are pretending to run a restaurant and take food from the fridge and cupboards.  You can promote resiliency by explaining that he food is needed for the family and by helping them “make” food from boxes/paper.  You do NOT promote resiliency by taking the food away without explaining why or yelling at the children and leaving them to cry it out.
  • 23. A resilient 7 year old is:  Proud of accomplishments  Solves problems independently  Getting getter at accepting responsibility  Can communicate with increasing effectiveness  Secure  Feels loved
  • 24. Resiliency in children 8 to 11  Child learns about industry  Engaged in mastering life skills (ex. Schoolwork)  Wants to be successful
  • 25. Parents and caregivers can promote resiliency by  Providing unconditional love  Use limits  Model consistent behaviors  Encourage communication  Provide opportunities for children to practice dealing with problems  Modulate consequences
  • 26. Example of Resilience versus Non-resilience activities: A child sneaks out of the house after you told them they couldn’t go.  You promote resiliency by talking to the child when they return, making clear behavior was unacceptable.  You do NOT promote resiliency by yelling or spanking when the child comes home or if you make the child feel guilty and label them as a “bad child.”
  • 27. A resilient 11 year old  Knows appropriate dependence and autonomy  Is confident  Can complete many tasks  Demonstrates empathy  Can recover from adversities
  • 28. Signs of a resilient child  Ability to bounce back  Knows how to ask for help  Shows empathy  Has love and compassion  Knows themselves  Has courage  Ability to move forward
  • 29. Burnout  Burnout rate in teachers  “Nearly half of all teachers quit within their first five years.”  Reasons for burnout  Not enough money  Difficult state/national standards  Poor working conditions  Too much preparation and paperwork  Difficult students  Importance of being prepared  Resilience
  • 30. Teachers Without Resilience Less effective teachers  Loss of organization  Decreased health  Reduced self confidence/self esteem  Decreased responsiveness to students ○ Academically ○ Behaviorally ○ Emotionally  Damaged personal relationships
  • 31. Tips to Improve Resilience 1  Find meaning  Get connected  Start laughing  Learn from experience  Remain hopeful  Take care of yourself
  • 32. Tips to Improve Resilience 2  Keep a journal  Accept and anticipate change  Work toward a goal  Take action  Maintain perspective  Practice stress management and relaxation
  • 33. Proven Resiliency Strategies from Teachers 1  Depersonalize difficult events  Assess what happened  Be supportive of coworkers  Acknowledge times when you could have performed better
  • 34. Proven Resiliency Strategies from Teachers 2  Looking at events from student’s point of view  Caring leadership  Continue learning behavior management skills  Whole school behavioral management strategies
  • 35. Why Do I Need to Have Resilience?  Prevent burnout  Enables you to develop a reservoir of internal resources  Provides strategies for dealing with difficult situations  Improve self confidence/self esteem  Increase effectiveness in teaching
  • 36. Everyone is born with the potential to develop these abilities:
  • 37. The Five Levels of Resiliency  Level One: Maintaining your emotional stability, health and well-being.  Level Two: Focus Outward: Strong sense of self  Level Three: Concentrating on the inner world – strong sense of self  Level Four: Well-developed Resiliency Skills  Level Five: The talent of changing bad fortunes into good luck - serendipity
  • 38. More on the levels  First Level: Is essential to sustaining your health and energy.  Second Level: Concentration on the elements in the outer world that must be handled. Must be based on research and identification of the problematic aspects of the given situations more that the emotional problems.  Third Level: Focus on the inner world for increasing self esteem for developing a positive conception on ourselves.
  • 39. More on the levels continued  Fourth Level: Covers the characteristics and abilities that we find with people with his degrees of resiliency.  Fifth Level: Describes what is possible at the highest level of resiliency. It is talent for serendipity – the ability to convert misfortune into good fortune.
  • 40. Building Resiliency Skills  Your mind and habits will create either barriers or bridges to a better future.  Resiliency can’t be taught, but it can be learned. It comes from working to develop your unique combinations of inborn abilities.  The struggle to bounce back and recover from setbacks lead to developing strengths and abilities that you didn’t know were possible.
  • 41. Developed by Al Siebert, Ph.D.
  • 42. Rate yourself from 1 (very little) to 5 (very strong) on the following: 1. In a crisis or chaotic situation, I calm myself and focus on taking useful actions. 2. I’m usually optimistic. I see difficulties as temporary and expect to overcome them. 3. I can tolerate high levels of ambiguity and uncertainty about situations.
  • 43. 4. I adapt quickly to new developments. I’m good at bouncing back from difficulties. 5. I’m playful. I find the humor in rough situations and can laugh at myself. 6. I’m able to recover emotionally from losses and setbacks. I have friends I can talk with. I can express my feelings to others and ask for help. Feelings of anger, loss and discouragement don’t last long.
  • 44. 7. I feel self-confident, appreciate myself, and have a healthy concept of who I am. 8. I’m curious. I ask questions. I want to know how things work. I like to try new ways of doing things. 9. I learn valuable lessons from my experiences and from the experiences of others. 10. I’m good at solving problems. I can use analytical logic, be creative, or use practical common sense.
  • 45. 11. I’m good at making things work well. I’m often asked to lead groups and projects. 12. I’m very flexible. I feel comfortable with my paradoxical complexity. I’m optimistic and pessimistic, 13. trusting and cautious, unselfish and selfish, and so forth. 14. I’m always myself, but I’ve noticed that I’m different in different situations.
  • 46. 15. I prefer to work without a written job description. I’m more effective when I’m free to do what I think is best in each situation. 16. I “read” people well and trust my intuition. 17. I’m a good listener. I have good empathy skills. 18. I’m non-judgmental about others and adapt to people’s different personality styles.
  • 47. 19. I’m very durable. I hold up well during tough times. I have an independent spirit underneath my cooperative way of working with others. 20. I’ve been made stronger and better by difficult experiences. 21. I’ve converted misfortune into good luck and found benefits in bad experiences. Total _________
  • 48. Resiliency Quiz Scoring Low scores: A self-rating under 50 indicates that life is probably a struggle for you and you know it. You may not handle pressure well. You don’t learn anything useful from bad experiences. You feel hurt when people criticize you. You may sometimes feel helpless and without hope. If these statements fit you, ask yourself, “Would I like to learn how to handle my difficulties better?” If your answer is “yes.” Then a good way to start is to meet with others who are working to develop their resiliency skills. Let them coach, encourage, and guide you. Another way, if you work for a large employer, is to get resiliency coaching from a counselor with the Employee Assistance Program. The fact that you feel motivated to become more resilient is a positive sigh.
  • 49. Scoring Continued Lower middle scores: If you scored in the 50-69 range, you appear to be fairly adequate, but you may be underrating yourself. A much larger percentage of people underrate themselves than overrated themselves on the quiz. Some people have a habit of being modest and automatically give themselves a 3 on every item for a total score of 60. If your score is in the 50-69 range, you need to find out how valid your self-rating is. See the suggestion below.
  • 50. Scoring Continued High scores: If you rated yourself high on most of the statements, you have a score over 90. This means you know you’re already very good at bouncing back from life’s setbacks and hold up well under non- stop pressure. For you, the quiz validates many things you are doing right. And, because you like learning new ways to be even better, it will show you how to take your already good skills to a very high level – something like reaching an advanced degree black belt level in the martial arts.
  • 51. Scoring Continued Upper middle scores: If you agreed with many of the statements and scored in the 70-89 range, that is very good. It means you can gain a lot from reading and learning about resiliency and will become even more self-confident and resilient than before. You are a self- motivated learner and can become better and better at bouncing back from adversities.
  • 52. A question for you to consider is how much you feel willing to tell your resiliency stories to others and make yourself available to people who are trying to learn how to cope better with their adversities. People gain inspiration from real- life role models. You could be one. Note: A validity check for your scoring is to ask two people who know you well to rate you on the items and see what scores they come up with. Have a discussion with them about each of the items where there is a discrepancy and listen to what they say.

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