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Resilience presentation

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  • 1. Resiliency
    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. Resiliency Training
  • 11. Training Empowering Individuals
    • Changes unconstructive behaviors
    • 12. Actions and ways of thinking
    • 13. Increases prefrontal cortex
    • 14. Increases skills needed for resilience
    • 15. Cognitive: memory, judgment
    • 16. Physical- regular exercise, diet and restful sleep
    • 17. Emotional- addressing problems not avoiding them
    • 18. Spiritual- practice forgiveness, acceptance
  • 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
  • 19. 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
    • 20. Manage negative emotions
  • Why do we need training
    Embrace body as whole
    Reduce stress
    Renewed spirit
    Refine executive skills
    Clarity of thinking
    Have Balance & flexibility
  • 21. Building Resiliency
  • 22. 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
  • 23. To build resiliency in children they need:
    love and trust
    food and shelter
    hope and autonomy
    safe haven
    safe relationships
  • 24. Resiliency in children from Birth to age 3
    Child learns trust and autonomy
  • 25. Parents and care givers can promote resiliency by
    Encouragement
    Modeling Behavior
    Enforcing rules
    Providing unconditional love
    Balancing freedom to explore
    Providing a stable environment
  • 26. 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
  • 27. A Resilient 3 year old
    feels secure in parents love
    will explore new things
    Feels proud of accomplishments
    knows daily routines
  • 28. Resiliency in children 4 to 7
    Child learns about initiative and is busy
    Child is involved in all kinds of play and pretend activities
  • 29. 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
  • 30. 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.
  • 31. 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
  • 32. Resiliency in children 8 to 11
    Child learns about industry
    Engaged in mastering life skills (ex. Schoolwork)
    Wants to be successful
  • 33. 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
  • 34. 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.”
  • 35. A resilient 11 year old
    Knows appropriate dependence and autonomy
    Is confident
    Can complete many tasks
    Demonstrates empathy
    Can recover from adversities
  • 36. 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
  • 37. Resiliency for Teachers
  • 38. 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
  • 39. 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
  • 40. Tips to Improve Resilience 1
    Find meaning
    Get connected
    Start laughing
    Learn from experience
    Remain hopeful
    Take care of yourself
  • 41. 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
  • 42. Proven Resiliency Strategies from Teachers 1
    Depersonalize difficult events
    Assess what happened
    Be supportive of coworkers
    Acknowledge times when you could have performed better
  • 43. 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
  • 44. 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
  • 45. How resilient am I
    Everyone is born with the potential to develop these abilities:
  • 46. 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
  • 47. 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.
  • 48. 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.
  • 49. 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.
  • 50. Resiliency Quiz How Resilient Are You?
    Developed by Al Siebert, Ph.D.
  • 51. 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.
  • 52. 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.
  • 53. 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.
  • 54. 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.
  • 55. 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.
  • 56. 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 _________
  • 57. 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.
  • 58. 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.
  • 59. 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.
  • 60. 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.
  • 61. 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.