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Mentor-ADEPIS Module 4: 'Resilience' in alcohol and drug education


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Mentor-ADEPIS Professional Development Course

Module 3: Alcohol and drug education in the new Ofsted framework
Navigate the slide show below using the arrows underneath, and clicking on any videos to play them. This module should take around 15 minutes to complete. Once you have finished, complete the end of unit form which is designed to reinforce your learning from this unit.

End of unit form:

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Mentor-ADEPIS Module 4: 'Resilience' in alcohol and drug education

  1. 1. Module 4: ‘Resilience’ in alcohol and drug education #ADEPIScpd
  2. 2. Objectives After completing this module you should be able to: ● Define ‘resilience’ and its importance ● Identify the contribution of alcohol and drug education to developing individual pupil resilience ● Identify how you can introduce activities to improve pupil resilience in your school
  3. 3. PSHE and resilience ● 'Resilience' has gained increased prominence in policy ○ Education ○ Health ○ Young persons services ● However, resilience can mean different things in different policy areas ● This therefore needs clarification for meaningful work with children and young people, as well as families
  4. 4. What is ‘resilience’ ● ‘Resilience refers to the capacity of an individual to restore good mental and emotional health following the onset of challenging and adverse situations’ (Mentor ADEPIS, 2015) ● We can also define academic resilience as ‘students achieving good educational outcomes despite adversity’ (Taylor, Hart & Hove Park School, 2014)
  5. 5. What is resilience? ● From a life skills perspective, is ‘academic’ resilience too narrow a definition? ● It is essential to engage schools and education in this agenda, so this definition has validity ● Let’s not forget education can be one indicator of resilience in young people, but what else is there? ● Take a minute or two to explore this and come up with some others - examples are on the next slide!
  6. 6. Examples of resilience ● Improved behaviour - ability to cope with stressful situations ● Improved attendance - ability to plan and organise ● Improved health outcomes - ability to avoid risky situations around alcohol and drugs, sex, self-harm ● Improved wellbeing - young people reporting increased self esteem ● Improved family relationships and positive friendship networks
  7. 7. ● Resilience is therefore related to broader socio- economic factors, of which substance use is one ● The building and promotion of protective factors around young people helps develop resilience at different levels ○ Individual ○ Interpersonal ○ School and community What is resilience?
  8. 8. How does this apply within alcohol and drug education? ● The development of resilience plays a part in reducing the risk of engaging in unhealthy risky behaviours
  9. 9. Task ● Look at the document here ● Note the levels of intervention on p3 ● Identify one example for each level of intervention which you could introduce in your alcohol and drug education programme to improve resilience ● Share your favourite! ● Now reflect on the detailed examples given in p4-6
  10. 10. Task ● So effective alcohol and drug education has a role to play in developing resilience in young people ● This will have greater impact as part of a wider life skills approach to PSHE in schools ● Schools can also further support this by adopting whole school approaches to resilience, which involve the whole school community
  11. 11. Additional resources ● Mentor ADEPIS briefing here ● Young Minds Resilience Framework and classroom resources here ● Boing Boing resilience forum here ● Public Health England briefing on CYP emotional wellbeing here ● Ofsted PSHE report here
  12. 12. Thank you ● Thank you for completing this module ● Now click on the evaluation link and send your completed form to ● If you have completed all four modules you will receive certification! ● Share your experiences on Twitter with @MentorADEPIS or use the hashtag #ADEPIScpd