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![#hmPt'er
w i t l - ri . y s , s : r t i s f i r c t i o t ra r l c lh i g h l i g h t s '
s
L i f e i s 2 r ne x c l t l n g a n c j o f t e n u n p r e d i c t i r b l e _ i . r r ' c v the way' ln mccting life's
a n c la i r ^ p p , r i " t - . n t r . . , 1 , , , - t g
b r _ ra l s o s . ' r e c l i f f i c ' l t i e s ,c h a r l l e n g e s
t sellseof u'h. we ilre'
g:rin ;r"rr,rr',oic';rirlg sl<illsa'd t1
cl.rarllc.ges, grow stronger ancl
wc
we nlean the capacitr'trfll
t a l k a b t l , - r ltr L r n r a rrrc s i l i e n c e
W e l l e c o n r em < r r er e s i l i e n . . , w h . n w e retlrr' to il strlte
w i t l - ra r c l v e r s i r v : . , ,h ac lc l s h i p - r . : r ttd e n
-r r h
p e r s o nt , a c l c l r e s s . h ; i k , ; ; . , a r r d c o ' e
of wcllbeing. but ther:e.is trt.t
rteeder,l coprrlg,skills to clealwitl-r challenges'
Yor-rng PeoPlc htrve ,lllvavs
ever-irrcreirsir-rbodv of e v i c l e r - r c e f r o r r l c i i f f c r e ' r r t c i i s c i p l r r r e s t l r a t s r lrrg gi e slto rtv- na t - - t l - r e r v < l r . l t j o f
g s l r
q e t l c r J t i t l t t sr r t e o l
i i g
r ' c l l Y ' s) ( ) t l l l gP e . I l t ' ' t c l i f f e r e n tf r t l r n t l r a t o t t r l r c r , i , l t - t s
"*"*,11;IJii" rrrrge clifficult m,rr-
,1gre:lter
tocl.yarenr.re likcryro erlcolrntcr
.f and
generations'The
negative
.,...,rorrr,,,.es,
co.npler events.ancl tl,-,,.'
,l,rrun nrevious
111a1 firn-rilies'
b r : e a l < - t r p , e a t e ri n c i d e n c eo f b l e n d e d
gr
c h a l l e r - r g en c l r - r c l e : g h e f l e v e l s , r f f a n i i l y
is hi
irtrd e:rste r
tlgl',.,. l"u"ls ,,rfedr-rc,rti.', iriu"' relateclto cybersafetl"
;r;;r;,r: ;,, .o'.,.rpi"r.
accessto cll:Llgs.
than previous generattollsto cope
:1, At the siulle timer )'oullg people rnav be less eeltrippcc'l
p r ' : v i < l r ' r se t ] e r a t i o l ] s f c l i i l d r e n $ ' h o l i v e d
g o
r v e l l w i t h t h e s ec h a l l e n g c sT h e p a r e l l t so i
.
and worlcl wars taught thenl skills rrncl
thr.or-rgh difficult times such as ecotrotric
"tt'"it"]' r'esilient'irnd their fanlilies rvere
irffittrcles thirt helpcclthen trl ber:onle[rdctrlerldentatlc]
Llter-generetiolralsttrdie stlggest s
usualli, part of close-k'it and supportiue tt".'."''.""-'ities'
t h e i r c h i l c l r e na u d t t r e l e s sl i k e l l ' r t r
t l t a r t o c l a v ' s[ ] a r e n r sa r e r r o r e l i k e l y t o o v e r - p r o t e c t
r e c e i v ec o n t m t t n i t Ys t l P P O r t '
irttclyoung people t<ld'r,v are r-norelikely til becotrlealllotlS
;)) ltr responseto stress,.t-,it.1..n
alcohrll'
ar-rcj/or clepressecl a'c1 turn to ma[ac'laptiu.] ,tr^t.gi., ,,,.h a-soverusing clrugsand
thinking' For ex:'rmple't:.rtistrcs
r-rnd behavir-rg anti-soci:il or risky w:tvs, ancl to suicidal
l11
a r r d w e l i a r e s h o w t h a t i r e t w e e n1 9 9 6
r . e l e a s eb y t h e A u s t r a l i a n l u s t i t u r e , r t H e ; r l t h
cl
i 1f e s u l t t l f i n t e n t i o n a l s e l f - h a r r ni t l c r e r r s c c l
a r - r c l 0 0 6 , h o s p i t i l l i s a t i o no f y o u n g p e o p l e 1 1 s
2
a g e d l ' 5 - 1 9 ' - e a r sh i r v et l - r e i g t - r e s t
h
b i , r l 3 , / , , ( a n d c O n t i n u e s o i n c r e a s . l" n j t e c n a g e r s
t
group-lsr'
hos;-ritalisation riltes for acr-rte int<lrication frrxl alcohol anlong all age ,
,t)) StudiessLlg€lest th:lt an increirsingnurnber of vtlut-tg people suffer frtlm anrietl" clept'e'sitttl
rnirkesit cvetl l'rlo'e difficult
rr'cl clis'rclersrelatecltr sulrstanceirbuser.R.ing.l.p'-"ssed
, " r e g a t i ulef e e v e n t s .D e p r e s s i o r i.trs e l f c a n
i
f o r s o m e v o u t l g p e o p l et o c o p e w i r h n o r m a l l " ) u i
alsOLrecome <)nsof it.'l.t-r".ainips rl-ratir young person has t0 fece.
c'ir-rsc
i.r, Thc worlcl Health orgirniz:rtion i-,redicts that depressionwill be the world's lerrdirrg
m o s t i l - n p o r t a l r d e t e r n l i l l ; 1 1o t1
t 1
()f disability by 2020 and is also erpectecl o be th" "tt'nd t
2020''
t l r e b L r r d e n f h r ' r n - r ac l i s e a s i l l t h e w o r l d b v
o n e](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-1-320.jpg)
![#hmPt'er
w i t l - ri . y s , s : r t i s f i r c t i o t ra r l c lh i g h l i g h t s '
s
L i f e i s 2 r ne x c l t l n g a n c j o f t e n u n p r e d i c t i r b l e _ i . r r ' c v the way' ln mccting life's
a n c la i r ^ p p , r i " t - . n t r . . , 1 , , , - t g
b r _ ra l s o s . ' r e c l i f f i c ' l t i e s ,c h a r l l e n g e s
t sellseof u'h. we ilre'
g:rin ;r"rr,rr',oic';rirlg sl<illsa'd t1
cl.rarllc.ges, grow stronger ancl
wc
we nlean the capacitr'trfll
t a l k a b t l , - r ltr L r n r a rrrc s i l i e n c e
W e l l e c o n r em < r r er e s i l i e n . . , w h . n w e retlrr' to il strlte
w i t l - ra r c l v e r s i r v : . , ,h ac lc l s h i p - r . : r ttd e n
-r r h
p e r s o nt , a c l c l r e s s . h ; i k , ; ; . , a r r d c o ' e
of wcllbeing. but ther:e.is trt.t
rteeder,l coprrlg,skills to clealwitl-r challenges'
Yor-rng PeoPlc htrve ,lllvavs
ever-irrcreirsir-rbodv of e v i c l e r - r c e f r o r r l c i i f f c r e ' r r t c i i s c i p l r r r e s t l r a t s r lrrg gi e slto rtv- na t - - t l - r e r v < l r . l t j o f
g s l r
q e t l c r J t i t l t t sr r t e o l
i i g
r ' c l l Y ' s) ( ) t l l l gP e . I l t ' ' t c l i f f e r e n tf r t l r n t l r a t o t t r l r c r , i , l t - t s
"*"*,11;IJii" rrrrge clifficult m,rr-
,1gre:lter
tocl.yarenr.re likcryro erlcolrntcr
.f and
generations'The
negative
.,...,rorrr,,,.es,
co.npler events.ancl tl,-,,.'
,l,rrun nrevious
111a1 firn-rilies'
b r : e a l < - t r p , e a t e ri n c i d e n c eo f b l e n d e d
gr
c h a l l e r - r g en c l r - r c l e : g h e f l e v e l s , r f f a n i i l y
is hi
irtrd e:rste r
tlgl',.,. l"u"ls ,,rfedr-rc,rti.', iriu"' relateclto cybersafetl"
;r;;r;,r: ;,, .o'.,.rpi"r.
accessto cll:Llgs.
than previous generattollsto cope
:1, At the siulle timer )'oullg people rnav be less eeltrippcc'l
p r ' : v i < l r ' r se t ] e r a t i o l ] s f c l i i l d r e n $ ' h o l i v e d
g o
r v e l l w i t h t h e s ec h a l l e n g c sT h e p a r e l l t so i
.
and worlcl wars taught thenl skills rrncl
thr.or-rgh difficult times such as ecotrotric
"tt'"it"]' r'esilient'irnd their fanlilies rvere
irffittrcles thirt helpcclthen trl ber:onle[rdctrlerldentatlc]
Llter-generetiolralsttrdie stlggest s
usualli, part of close-k'it and supportiue tt".'."''.""-'ities'
t h e i r c h i l c l r e na u d t t r e l e s sl i k e l l ' r t r
t l t a r t o c l a v ' s[ ] a r e n r sa r e r r o r e l i k e l y t o o v e r - p r o t e c t
r e c e i v ec o n t m t t n i t Ys t l P P O r t '
irttclyoung people t<ld'r,v are r-norelikely til becotrlealllotlS
;)) ltr responseto stress,.t-,it.1..n
alcohrll'
ar-rcj/or clepressecl a'c1 turn to ma[ac'laptiu.] ,tr^t.gi., ,,,.h a-soverusing clrugsand
thinking' For ex:'rmple't:.rtistrcs
r-rnd behavir-rg anti-soci:il or risky w:tvs, ancl to suicidal
l11
a r r d w e l i a r e s h o w t h a t i r e t w e e n1 9 9 6
r . e l e a s eb y t h e A u s t r a l i a n l u s t i t u r e , r t H e ; r l t h
cl
i 1f e s u l t t l f i n t e n t i o n a l s e l f - h a r r ni t l c r e r r s c c l
a r - r c l 0 0 6 , h o s p i t i l l i s a t i o no f y o u n g p e o p l e 1 1 s
2
a g e d l ' 5 - 1 9 ' - e a r sh i r v et l - r e i g t - r e s t
h
b i , r l 3 , / , , ( a n d c O n t i n u e s o i n c r e a s . l" n j t e c n a g e r s
t
group-lsr'
hos;-ritalisation riltes for acr-rte int<lrication frrxl alcohol anlong all age ,
,t)) StudiessLlg€lest th:lt an increirsingnurnber of vtlut-tg people suffer frtlm anrietl" clept'e'sitttl
rnirkesit cvetl l'rlo'e difficult
rr'cl clis'rclersrelatecltr sulrstanceirbuser.R.ing.l.p'-"ssed
, " r e g a t i ulef e e v e n t s .D e p r e s s i o r i.trs e l f c a n
i
f o r s o m e v o u t l g p e o p l et o c o p e w i r h n o r m a l l " ) u i
alsOLrecome <)nsof it.'l.t-r".ainips rl-ratir young person has t0 fece.
c'ir-rsc
i.r, Thc worlcl Health orgirniz:rtion i-,redicts that depressionwill be the world's lerrdirrg
m o s t i l - n p o r t a l r d e t e r n l i l l ; 1 1o t1
t 1
()f disability by 2020 and is also erpectecl o be th" "tt'nd t
2020''
t l r e b L r r d e n f h r ' r n - r ac l i s e a s i l l t h e w o r l d b v
o n e](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/75/Bounce-back-ch-1-1-2048.jpg)
!['Ia*clbr;op ?eeri
sacrnr
s---g
f:o*,"ce
manr of the sigrrihcrrrr
researchhas identified
The good news is that
That's the bacl news' v"l.l::
skills protective circr-rrnstnn"ltnnt
cc,pir.rg and
liie l:lp T:ttttt# [!l1;:Ji:ll
;:.i;::ffi jil,'-l;'r";ff
--iti';*ril;i.'**ltr:: i1s
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a t t s t )l l r l t L r r ( t ! .
jus,v;1cci'I1i*io"s -r..,-..,,.r",,r
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uou,'* ,,c'(,Llirc
T*:';tn*fj,TT:::.*,:iii''.'.i.,t'i';il1,'
S o c i a la n d e m
to:
[.,-tutulectge, irttitudes alrd skiils ., .^^
their:enlotlons
,,- ,aaugnite and nranage
goals
s t r te n d a c h i e v ep o s i t i v e
" t:t-::ltnttt
,, cletrot.tstrate crrring tncl iuncttn
positive reiationshi ps
establisl-r t1 n-'ni'tittin
^"
rrncltiurcs resilientlv
.' lt-ltlrlrlge iifitutt 'ituirtions
tf
tlt'titirtttt.
lrlJk( l'cl)()lttiltt
: il,'ons nr.st
are trre
,s Bo,,,,ce,Back! stlg'gcststtli'It
*:*;*:::::ill,ijl;Illll'r',lliil,li]1'.;.'., Ytlting people'' Reseirrch
tt"til."".ll-"gecl rrrrr]
essiLrl i,-,,.--rr,",-,,i,rt'tr'.u."tf[t]''titl
sr-rce r'errrr'irurrrl
'vitrror-rt
*it1-, a,.r.1
sch..l serti'gs ";;';;r..ri,,.t.n,,
rrre' cr'r bc eIfective in
cttrotiotrrtlPrt-rtrlenls'
What is the Bounce Back! Program?
leirrrri.g progfrlrr' Bourtce
s.ciill irncle.r-ti.rral
Bctttnce BAC.! tsr,r pre'cntrrti'e,vh.re-sc...r to pi()l1r()te f]()sltl'c
r''rd tcirchersi'r.t'eir efforts
[J.rckrhas bee. c1er,e l.pecl t. s*pp()rt ,.1-r,r,rl, g11r[''ler'er. r. irct
in prrrtic.li*, rn
in rlrcir rr,;:i.,-';-,.,,.'.i,
rrrerrrrl 'calrrr ona'rnr.lit-,"ing ii-re prograrn precl.'rirrr'rtlr.. tttct'tses
ivith.-crralre.*.r .u.r ".tu.rritr,. social irnd etrlrlti.uirl
r.csilie.tl' *,he n facc.cr 'tt't.t''tt' it-tt'i pu'i'lue
.,-' clrrssr.r'., r,r,,r.gi"r ;tntl rlctivitit'"il".,ttft Baca! alsoi'cttses '11's
o' t()
o,'tii. ,titt s" Bortnce
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rh:rr
sLills nt"r, tlrlrt it.'ttcr.
ertcl tc.lrclrcr-stttclelrt relatitlnslritrrs
lelrrtrirrg t-ttr,irtlttttietrts
tler,cl<11-., tl.pes tlf
tl.re
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rrre
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(SEl-) P'rost"rn'tt''
,:tttd/or'.tt"'ti"t"t"tt"lttt I-.lt^:ttg
e ifcctiVc pre.e1rilonPr()srrtrns [eet'res i*creases he efiectiverress.t t
p 1 . L _ s ( r r 1 c rc' i i ' I 1 . * , i r - r g
t' '
s t r . r r g r r , s , g g c s r s' a t t h e
t
health rr'd r'r'elll-rei.g stutle'ts'
irl
prngr.n-,, clcsignccl ,,, t,,rr.lr'p,,''iri"'n'ttnt"l
the p r o g r i l r - nr s l r o t ] r ' r s t r r r
i
'fc'elrrrou
-l p r i , g r . r r , ,T h i s n r e a r r s h r r t
. t
t . t t , t r o g r t r , , ; ' ; ; . , ' , ; ; ; ; :lr - s c l ; t , o l
c cl:lssrootl1 ttrcl r
f l r l c l g c n el a l l i f e o f t h e
' a c l c l - . n ' . b r - r ti s c n r l ' r e c l t l c itr l t l ' ' t { - t ' i ' i t u l t t t n
l "' When ri
f ' r T l i i i e st l l r d t h e c o u l t n t t t l i t r ' *
t6c sc6..1,.. irrrl in'.lyc,' o,.,rr'-,.':Ji1t"t'i'rt i'it rrrt'lirrkcd t() othcr"
p f ( ) s f 1 1 . 1, " , - , - , i . . i . i " a ,
, thc skrlls..,r,r:;nr, r'lcl trtlclet:stirncli.gs c < l t l t e x r s 'J l r t
u " r i . ] t " . i t - - l t r s s r , o t .tu' - t t ; - ' l a v g r . t t u c l
r l
curriculut' i t l e i t s i - r r 1 . t1 p l i e t l , , r . ,
Lp
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l
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![Chapter 1
irilt rlr'lr.tclion
foc,s rn both
ler'rr'irg1''a'd
c-m.ti.nirl
fivediiferent aspects socialarrcl
of l'
containat reast g anti-social twi otr
bel.r r
;:.'(-1 or
prorloti ng pu'it'uJ ili';;;;;; "du(-:in earlYitt tl:eir schcxil;rg'Most revrews
to sttrde'rits
u.,, :.:ffi i;r *;j:l i,lll** il;: :J;Ji'.Ii:,
i
,r,,irrintt-r'tleln,ererl
p,.*1 ..
,,ir The ltrogrdrr,
i".
ilore likelv to be
ru: ::iil:::' I'1il: ttLt"'1.-,-,.,..
,"f fr'irt rf-,.enclof prim.]r.rv
'tari'l'ed cogniti'l'e
s/<r//s ir"n'l
,.*:';;ffi1;:';l;;T:.":,'Ji,;l,,Poi)il'il1''p.,'i'i""of
"
belorv'
elaborated
''' T;i;';"ttt' it fur:tl.rer
ltehrtt'iom'tl rcBT)ttpltrrtacltes)
Bounce Back!
The core features of
t'""':':::t:;"rr';',:"'i"l':d:':l;":':"'!;:':';
contains tlteet'i'lertce-irtfrtnrre'|
oll
Back!
1. Bounce studetl
oi eiiectitteness irnltrot'ittg
irt
leatling trthiglterle::t'els prosrail rrndn.t lust ar1
ti::' BounceB"kl;';lt'i;-,;'"'"
'"'l; ;t;;;ltoltl"l*""1 nrs.'e'rr
'n'':
.ac1c1.c,n,
,,o,'"*"i.i,r,"i,1aii,1ii[J:f;ffi,j:,,fl::l:
i:,?*o' str'rclerrts'
of schooling and the Program rsc
:
,ru.lt'.'t',not iustselected
,.,;ri
,.::,; universal
tsdck!is:r
Bounce o,.,*Jlli';,r'ilt tn
consolid:rted
."n be further
concepts
HOwever, andskillsf..r;;i];';;;i,'*,'o*
';{';;i:i,iilill;,?r*r'ill'iJl'.n.', who the hzrs closest relationship rr
rvith
,,,.r that is usually
pri"-'n."rcltools.
tl-re terrc6er'
clrtssroonr
r"
par:ticular.i"r, r*d.'rrr.
nr
I n s e c o n d a r y s c h o o l s , t l - ' . u . " l t l - ' . , , . . E " * rl)evel'pn-renta n c ] e l i v ecare'eN4anva n r ' i l s c e l l
' ' r . . . . 1 1 - ' . ' ' c Pastoralr . t l r p r o g r
or
reachers who h:rverespo'sibilit, ;;r,'i;;?;(;;]al areirs'
sr'ibiect Fot'
,.".',.r, in otl-rer
aspecrs of t'e programcan olr,, lr.'p,.i;';;^;,r' can be integratecl with rrspects
the
,i.ior.rrage' (see
unit classroomResources)
ex:.rmple, Studies'
Uauctrtiot.r
of Englisl.r, History' Health' ntf igrtl;t "11':nt'nl thal.t
uore five diftererrt
,,jr,;
BounceBackl usesa multi-strar.li. nppr.rncl.r'-c.t'tt:'tirls the pr'r.'otio. .t
il".t.i;*. and focu-ses o. b.th
aspecrs r..i"i ^lrd .,-r-rotior-,al
()r
belrlrviotrr.
reducticll-t illiti.stlcial
of
ptlsitive bJ:.,;;"l',l. ancl tlre fr:or.'cogr.ritivc
clrawr-r
beha'iour
,:,: Tl-recontent of Bourtce Bdcklir;;;.1,'-"-'r.rtl1'
trr
skills cc'rncepts
ti., SilfJ"tlllossible, s'cialaucl
the en.rotr.tli'51:::]:'1ge' ancl
',,,:i::i,::;h:;';"':;::;i;ll;:.*;i::;::::'w"rcd
p'l,i"ciptes
ps,ct':cilogicat
z on the core psvchol'gical
prir-rciples
The conte*t oi ttreprogra'.r o",tti"t*nittt"t-"ry
,,
supp"t for the eifica.'
(CIBT). Ti-,.tt is more resea'cl-'
fr.fr."i."l"l t1r"r"py
of cogr-ritive tYpeoi tl-rerapl" ,!r
feelir-rgs beh.auioul
and th:rnthereis ior trnyother that o
of cBT in changing on the unclersta.dit.rg o
u'ir'1
cBT, which *"r';':*;;;ilo-d'u'l'''p"d ;;;;':;; 111"'ed vt)u behave' Theref,r'e' g
*i'titr.t in tttrn influe.ces1.e1ry 6
h'w vou ,r-,i"r.
"iiilr;il;;;;;i=r' un,-,carrhelp vourselfto change
vciur c
bv adoptrng -"r. o.ruiu. lnd r-n,ionoi'rninki,-rg of the basic
d
and more ,"on;rri.",.iapplicationrltt{intt'-tents
E
beh:rviour. Two specific
m < l c l e l c l f C t s . t h a v e p a r t t c u l a r l y i r r f l t r c r r c e d t h c . ttJt,**'j.:^tjarned{)ptilxismrr' e s e ' r r e A l b e r t
o''i"'-'t<liBottnceBack!.Tlr
rl1"'npytt and Martin
Ellis,s RationalEmotiveBel-ravior-rr program evidenced its
is 5'v
the psyc6ologic.rl 'i;;';i theBonnce.Back!
Recognitio'for Psvchol'gv
in Cn'.t.tn.tttnit-v
Ai;"; in 2003 fo' Ercellentt
beingaward.a ,ir.-nrfri' Wir]kler Stxretv'
Psychological
(Appliedn"r"n"h) bv the Austr:alian Psycholog)'lttotlel'
,rltoits the Positiue
3. The oueral!dpproLtch Bourtce.no"it itt
iocttsof psvchological and
shiftedthe prin-rary
Positive I'sychology a modcl 'h;;;'
is trndt'wards
problemsand treatment
educational intervention away fr'o'r it"u' .n cleficits' emotions' the
" and positive
This includes: sr.rpport engagement
for
a focuson prevenrion. building .f
ar-rd
J;t#;,,- i;i?;,;h" identitrcatior.r
develop'.rent a sense meani'rg
of of
of socialand emotionalskills
that
individual strengths, and the ,n,."-""u-tlt*ittiti"p"1t"' Positivel)s'clrclltlgr.,
,.,,t"n.. a,-'d .,u.,,-'11 rvellbeing.
cclntribute po,i,iu. relationshi.p,,
,o
supported bv researcl-rr''
new nodei, i, ni- rifnihcantlv 3
,rlthough relatively
a](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-3-320.jpg)
![5'-.8
4.BowrceBack!usesteachittgdp|lrtlacllestl.ltttdreet,idenca-infornledLl|ldlo|
'lr1'Jf,l,'.i!ii,;:ffit
th ertr eti callY srtntd'
t
strategies
teachitig "' :ll:l^':l*,:1ll
T l r e r n c l s t t r e q t t e n t t y L 1r.rseclt t t . t ' , l . ' . . . o
S€LtLCctLr "A1li::i":l':::.Hil*li'
',,
[il:;;H[li::J ::'Ji,il:.ij.*"iI t'::,1' :j ::ii:il:1"
T:',:.' ;iffi ',
''.
t.nrni,',g, whichthere extensi'ie
is
for
i'lil :,T - :"id","t: :^t]l'll'l ]i .|, , ,'1.,'"
:ru,lf ::'iil. ;ll' it^" air.ursicr,rs,r,.,.
;l:ti
ffiluiili:*,:t 1'' l;:,ui ::J,1ili il]l,,'
hig,h-qualttv llterature e'14l'rLtr'L
'
discussicrrrs n wellbeingit'pit'
1:
:J
L''/rr" ",'
sttch as relationshipt:,lll::::::l
rrirge itncl resiiie'ce.
" i'','
o
,:,',, i,ttcsr,,ttc(t
!1";;-'::"*),,ii,,'i',,ii)''ir.iit,e .''t,'.':,.'l'::',l,ii!'i,"^',,1J'ii,l,:,
,,",i.ttt,rt ttretts.
rVrathe..rirtics, Lcltrcrrtr.rt
.s.J.,'...
t,r-',,il:,]:'^r -i.'.,,..1,
Religi.us
.,.,,.,*i;;i[::li;fi:: social e',orion:rr
ancl rea'ring ac'rdet'it
rn'irh
i..,.,.I le,rt'nil-rcrn ith aclldelric
;::iiTlVffii:ilij*,.lx,lii*I;,,,.'i,,.*,.,.,',.'*t l e s s " '
:tllu LrrL
pfogflllll efiective
incretlse
a(rn,an, has been sh'wtl t.
The background of the Program
t ' c s c t t r c l1 ' r I o i c c t
t
l J a c k ! L ) r ( ) g f L 1w1 ' sl. t r i a l l c . li n i r i t ' i n t
l a,
A r r a b b r e v r : r t e c le r s r o no f t h eB o t u t c e
v
irl Victori:r i1ncltlle
berween the Dr.Lrg Eclr-rcittion sectio' ,rt ,f-t. mptl"ttnent .i Ecluc:rticlrt
F : r c L r l t y o f L , d r . r c i r t r o l . r i l t D e e r k i r . r U n i v c r s i t y r . . l , i g t . . t e lT h l rs ets wle t e ir stv c lllg , eicll ic l itlr' ie rls i n g t h e
rc er el che tr aL r ht l n a l e
t,"'t' l4 weeks' e
p r o g r r l n l i n t h e i r Y e a r - 5o r Y e a r 6 . 1 r , r r r , , . , n sectilirratrcl
fr.tlr cliffe'ent s.ci.-ectltrclnlic areasi
sch.ol col1]l.'l'tte, tl*t i,-r.l.t.ledsch..ls
irnd sutrltrban schoclls'
prlrrr. r.f-rtols; irnd rurerl,inuer-citt' w:ls rtser,friencllr
,t.r"r,t-r. Bounce Back! progr'.1lrl
All tlre reachersrn t6e st'cly reportecl seren f the eigllt
o
. f t + * 1 . . 1 . , o f t e a c t r i n gt h e p r o g r a m '
a n d e a s _tv i m p l e n - r e r -Att. t 6 e e ' d
o r
r'ttltlerpintlrc proerrrut'
that
reachersrepgrted gre:1ter colfidence irr teachirrgthe coping.skills
c<ttttrsel
o,''J g"tott' tn'"tfitltnce in their abilitv to
They also reporteclmarkecl imptovet'nett$ bettc'r
They perceivecl thai rheir use of the progrilln iacilitated
ancl support their sruder.rts.
ft.ip.a ir-r the stndent'' t't.tttt.t"gtt'eut pers.nal of
c.mmunication with their: st'cle'ir, ,thi.h progratll irllprovecl
r e p o r t e c lt l - r a t e a c h i n gt h e
issues:rs ell as schoolwork issues. ll t"atl-'t"
w A
tit]les'
r t t l c lt h e i l c i l p : ] c i t Y 0 c o p e n ' i t h . c l i f f i c t r l
t
t h e i r o w n p e r s o n a la n c [p r o f e s s i c l n arle s i l i e n c e rlllle to leartl'
irr the eight classes r'vere
The researchalso demonstratedthrlt the stttcletlts ratc :'tftcr
rvitl'r:lr-r average 80(lir stlccess
rurrderstand and recall tlre BouNCll-. flACIil ilcrollvnl
pr<lgiranr, sfttdents, sht'rt'editn illcl'c'le irr |.esilicrlt
l4 weeks of the progr:rnr.At the er.rd the oi
l-rypotheticrrl
optimistic arrclhelpftrl ,t-lint ing, rvhcr-r askecl solveproblems ir-r
to
thinking, especit-rllv cclpingskills in
stncletlts reported tlsillg tl-re
difficr,rlt situations.ln fclcusgroup irrtervie*r, ,',,r-,,-,v
S.me stuclents menti.tred t6ey htrcltarugl-rt
tl-reir: own lives,i.clLrJing.liifi.ult fil'rily ,itu..,ti,r,'t.. oI
tlrelnbersoi their iarnill" During the l4 "veeks
sgnre 9f theBottttceBdck! copitrgskills t9
sottlestuLlelrts spolrttllleollsly trsing the BouN(lL' tlA(llil
the program, teachers trlsoobservecl
arrc{in s,ipp,rrtir-tg their classrnates rrtrcl friellcls'
st:lter.nenrs real-life stressfr-rl
i' sltr-rations
TheprclgratnwaSfrrrtherdevel<lpedinc<lnsrrltationrvitl-rsevertrlofthetrialsclrclcllslrs
pri'rary sc6o.ls. The'terrcl-rers and stttcleuts these sc6tt''rlt
i'
well .s a range ,,t ^.i.1iai,,,,.r"1
of Bounce B a c k l c r ' r r r i c u l t r nar t i V i t i c ' s '
'c
p r c r v i c l e cm p o r t a n t f e e d b : r c k r l t b c i m p l e m e n t a t i o r r
ii o
KidsMatter iN
prinrary Hearth
N,rental
schoors whichis sr-r;rpolted
rnitiative,
KidsMtrtter an Ansrrarian
is
Departrnent of Health ancl Ageing' i-tevotrcil'rlue:
ir partnership betrn,een corlrno,''*e,.lth
tl-re
PrinciPalsAtrstrirlirr
The Nati'rral Depr:essi6n lnitiative, Thc AtrstraliirrlPsvchologicalSociet,v,
of
im;rrovc the rnerrtallrealth and rvellbeirrg 1-rrimarV
ir^c[ Australian l{otary I lealth. lt rrrmsto
:lmong students and irchievellfeater Supp()rt
school students,,.'du." mental tre:rlthproblen-rs
wet'c pr.r'icle'-l
for srudenrs.rp.ri.;:;; rnental healtir pr.bler's. 6 2007 and 2008. g'ants
BounceBackl was selected 64% .f thc scho'ls
bv
tcr 100 'rimarv sch.ols ior tliis ptlrpose.
emotion:rl lerrrnirrg progr:lm' TlTefinclingsof thc
thar chose tO implenterrta specilicsocial ancl
initiative irrdicatecl u'ere sigttihcrrtlt
th:rt tl-rere
evaluation of the effectiu.,r"s, of the KidsMatter
parenfs/caregivers and sttrderlts.r'er th"'tr()-'eilt'
:rnclp'sitive charrges schools,tc:lchers,
ir-r](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-4-320.jpg)
![Chapter 1'
I nt loill t:t.ittt.t
in srudenrs
i*rprt'rver.eurs
significarrr
tr.irrr. particula!
rn werestatisticirlry prircticallv
there arcr
and
crifficulties incretrsecl'nent'rl
t'riottt.,
i;;;r;-', of botr*Jil;;r,;;tnt
menralr.,""iri
r.ne,.rsnred wbo u'ere
for students
apParerlt
herrlthstrengths. impactoi KiclslVlatt"'-*t'especiiillvf'c sttrrt'i the triit'{'
Tl-re
Jigt.utttt' at
rarecl having
ils L,igh.;'i;;;i, ni n'r.n,olL.o*h
Internationalexamples iucluding irr
, 1 itl nlrluv schtltlls otttst Ar-rstralia,
icle
hasalso [-'een impler-l-rer.rtec] Bor'tnceBack! in
BounceBack! .i,r-'. inrplerrenratio'of
,,u^'i,,..,i.,;
Sor_rthAfrica and scotrand. two-,v"n,
A
fnuntl sir-'ilarbenefits f'r both stttcleuts
pertlr-Ki'r.ss,,,r,-,-,',n'i.,,,lnn,l
prir-raryschooisin the Back! trial reseirrch stuclv concluctcd
to thoseobtainecl i't'e origir itornnrn
^,rr,t
activitres
and teachers Bounce
t''.it'i't.1,:11: Bacl<l
r:eported th:rt thev ;;ti ;ll;
in Victori.rs.Studer.rts trnclopportunities f.r:rctive lrudcooperrtiVt'
and particurlarlvliL..j ,t-t.iu".i.,y rrct1vities
tlf
learnir.rg the Prclgrrrm'
irl
from Bounce Back!?
What outcomes can you expect
T h e r e s c a r c l r o n w l - r i c l r t h e p r : o g r i r n . r i s b a s e c l . t l r e K i c ] s M l . r f t e r r e cto behachieved for l r o u t c r l t r r e s
likclv l 1 [ c l r l l d l e s c i r c
that tl-refollon'rng oLrtcomts-are
iclentifiedl',v C,eSl.li''" i'-ttlit"it BackJ acloss the
irnplellre'ntiltiorr Bounce oi
rxilrly stLlclents after consistellt irrlclefferctii'c
skills pro-social
en,orional trlc-1, be'aviour
::ti:]J.:lJ].ll;i'l]l,"renrs's<,ci,rrand cspecially for those who cor-rldlle
rlll stttdetrtsbut
1.,) lmprovements in r'e'tal he:'rlthfor a r r dd e p r e s s r o t r )
i n e m o t i t l u r r lc l i s t r e s si ' e ' i l r r r i e t V
(
c o n s i d e r e d ' : r tr i s k ' ; a r e d l t c t i o t l
i:i,illltorepositrve.stlpportiveo'.tdp"u-'otirllschtlolculturethatcontributestothereclttctiolt
of school bullYing
leu.l, rrf ,f.td.nt'' c'ntrectedtresst. sclr.ol
;iJ.'
of students offerirlepcersLlppol't fr:ierlcls clirsstrates
to irncl
*r?"t.t ftt.fit.l.r,,a olltcolres
learnirlg
acrrclentic
improvements students'
tn
irij,.,' levels teachet:
of resilience welll'rcin;;
irnd
more effective teacher supportlru'l ctluuselling stttdents'
for
The Bounce Back! curriculum
Tlrere rrre three levels in this progral.tl: , i ---.:.-- -.-1.,,.-l
-....
irl tl-refirst t6ree vetrrsof pri''rarv scl-roo1r"rg'
1. years K-2, lvhich is suitalle ior sttlclellts
i.e, sturdet-rts agecl:rppl:tlrirnatcly five to scven Years'
vears of trrritlrrrrv
for stucleutsin the thircl rrntl fottrth ,l(
2, Years 3 EC4, whicll is suital-rle o
eight tcl ten vears'
s c h t l o l i n g 't . e . s t u d e n t sa g e d a p p r o x i r n r r t e l y
o
si-'tthvears of prin'ra'v sc6o,ling €
3. years 5-8, whic6 is s,.,itaLlle foi.tn.l.t-tt, i,-trt-t.'tfrn t'rnc'l €
junior sr:conchry, stuclerrts i.e rlgecl ilpproxirntrtelY.lI to 14 -vears' E
ar-rcltl-re two r;;;;i
first d
-fhere On one sicleof errchbtl<lk
rrre tltee lJor.ntce Bacl<lbooks. as well rs online "'t""tt'' Fi
,rtld resettrch tl-rattrrrderpins Bounce
r:atiotrtrle
is the Handbook, wl-richoutlines tl.rethcor,v. its delivcrr''On the
str:ltegies rlnd resourcesftlr
Back! andclescribes detail the kev teachirlg
in
to the level'
rvhich contains rrll classroonl activities pertainir-rg
flipsicleis classroom Resources,
Thebooksarealsosupportedl-ry'onlirreres()ufcesthatinclr-rcle:
; r t h e ' F . l a s t i e i t t r 'n i t
Y
.o) blackline lnasters for stuclentrrctivities
a r - r c i e l l b e i n gm e s s a g e s
w
o i n f o r r n a t i o n f o r f a r n i l i e so n t h e | e s i l i e r l c e
roi' tools for tre:lsuring student lvellheing and resilie'nce
referreclttl
.i.i c'letailed lists of all the books, songs' filtns ancl videos
iii intertrctivegames and rrctivtttes
t, c l i g i t a lt e a c h e rt o o l s '
T h e s e a r e a v a i l a b l eo n P e t l r s o nP l a c e s ' @.
b;](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-5-320.jpg)
![gaclrl Handboo4 y""*"]]u
gorfrce
units
The classroom vearle'els
r- .-.rr-- -nnronrrare
EachClassroomResourcesboclkctltlt:rinsnineutritsofworkattlreapproprltlte,Vear
Theseirre:
^nd .urriaolumoutcomes'
l C ,r r ev a l u e t
2. PeoPle bouncing back
3. C,ourage
side
i. t,ooking0n the bright
-5. Emottons
6. RelationshiPs
7. Humour
hot' k r d
ar
i rr cHANI' rir rr hct' at' I & 4
rh e a rs -1,b..k.
ye K :
3 . *l : l l+-^R r
o'li'e pearsonof isrrosr.
places'.r.ris
c:rrr ror-urd on concept elastici*'
*.iJ.'ffLt.f,.l,,.ilil be to t'e scientific
,
xlff,,Lx h.rnon;;r,lt;;tt
@.', a Mathso,-,d
s.'.n..';;;h",link,
Unit 1: Corevalues
(Aesop)
how small' is ever wasted'
No act of kindness'no matter
Watchyourthoughts,fortheybecomewords.Watchyourwords,fortheybecomeactions.
W a t c h y o u r a c t i o n s , f o r t h e y b e c o r n e t r a o l t s . W a(Aristotle)a b i t s , f o r t h e y b e c o m e c h a r a c t e r .
tchyourh
your destiny'
Watch your character'for it becornes
'core .',fr"u"ilf:-.:::l:ll.ii:lJill[il-:,:'.",:';:,T"5':,:ili::ti';'1il'i""u
i1
rrre vaiues'
o' teacrri.g
ini'ii1i",,io^s activities '.it rocus
a'd intrris
i[;:u:lT']:il,J;#i',:,?.1i t h a t r e f l e c tt h e l ' o l l o w i n g v a l u e s :
ways
s t u d e n t sh o w t o b t h o u t i n
rOr Hclnesty
o Fair:r.ress (including s<lcialir-rstice)
,ir) I{esponsibilitv
comp:rssttltr)
i s r S u p p o r t ( b e i n gk i n c l ,s h o w i n g c a r e a l l c l
C.ooperation sitle
i9.1' a.d hnding the pttsiti'e
(accepttn respecting,living with
Lg,
ior Acceptanceof differences
a.d
behtr'iour
(i, i:$::::il:il: ,'',:L',li'dieelings others;
of selr-respect'cvbersare
e'g'
irr
i'cludi.gc,thers
,{r}i[T:il::'ffJt;:i:i,on frie'dlva,rd
(being srcialrl,responsible,
g a m e sl,c t i v i t i e ta n d c o t l v e r s r t i o n s ) '
pervasive beliefs
errdurit]g
:rncl that eachpelsonl"rolds
Valr,res the relatively
are stable', or
iropoftantin life. They are the pri.ciples
,-,-,,-,rt
:rb'ur whar ,, .,gl;j;; *r"ng "nd 'l'oral ma;r'' which u'e
.hoi..r' c)r-rrvaluesfoin-'ou'
standards that guideour behavi'ur ancl Thel'
value-b:rsed decision facea moral dilemnra'
or
consult .u.ry r,-. *e haveto make:r clthersand h<lwrve
ottrselves individuals'holv we see
as
also fclrmthe basisof how we seer
interpret world in general'.
the
'enr with a focus.n pro-s.citrl
schooland classroolll envlrolll
A caringand supportive in irnti-s.ciirlu'at'vsrs'
1.,r,tii"iy'r"rr",r"ra*ts will behave
valuesand behavi'u., ,,.,nk",it
L < t v a t a n d l b o m e y r t ' , w h < l r e v i e w e c i t l - r e A u s t r a l i a t r G < l teachingn t ' ssigrrilicantlvi c e s S C h o o l s
v e r u t n eancl G o o d P r a c t
cluality
project,.o,-,.tud.i that teachingunl,-,", at the heart of is
influencesrf-'tatuttupmentofpositiverelationshiprsinschools'
P r o - s o c i a l v a l u e s e n r p h a s i s e t h e i r r r p o r t a , - , . . . o f h a r n routy , i . e . g e t t i n g * ?tr-t. ' ' .
o n socialproblerls 1 :
:rncl sorting
collabrtratrng, treatingother peopler"i'ty "na kindly'
The c.re pro-social virlues honestr"
of
a mannerthat n1aintai's frienclliness peace.
ancl
'care'or:'co'rpassion'), ct'roperatrorf ilcceptrt'rcc
fairness. ."rnr,*tiriiiir, ,uono., (alsocallecl
6](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-6-320.jpg)
![g&&,rtni{r;).,.,':. Chapter 1
{ n t . ro c l u c t l o n
v a l u e st h a t a r r e i n k e d t o t h e
l
a n c l f r i e n d l i n e s s / i n c l r ' r s i o ne L l n i v e r s i l l
ar
of clifferences, specl re
all these rrllues'
and resilience'E'n-rpathy other:sunderpirrs ior
dei,,elopment ,t.llb"ing
uf
the likelihoocj
*itl"' tl-'estpro-social valLles'it irrcreases
When stuclentsL).huu. consistentlv
by otl-rers. These values also l-relpyoung
rhar sruclents will be more acceptedancl supported
their firnriiv, p...t arrclteachers' Itl ir large-scalesttrdv of 9000
people ro lre connected to nlost prevalent Llr()tt.ctiYe
in core values w:rs iclentifieci otre of three as
vorlng peopleuu, ttelref a
Australia toc1a.v. I3elongingancl feelirrgsupported are criticrrl
factors for young O.uOi. in
stuclentsto cope r'vher-r t[ev erperience difficulties' frustratlotrs
protecrive pr,r..rr., ,,.,helping
valttescan iltcreaset)ne'ssenseof being a clecerlt'
,rr-rcl hard times. Actrng oll strol-lgprtl-soct:rl
f.r;leers rvho
ancl irt the sirme rime pr.vide solrle stlpport
sr-rccessful *nrth#hile perscrn,
ond
n-rightneed it.
p o i n t f o r h e l p i n g s t u d e n t st o d e v e l o p
T h e t e a c h i n go t p r o - s o c i a lv a l t t e si s ;a s t a r t i n g
s t o n e st o r 1
T h e v a l u e so f c o r n p a s s i o n n c l r c s p e c tb e c o t n es t e p p i n g
a
'ro-social behavi'ur. i s a r r e s s e t - r t i a l p e c t' f t r e r r i r r g
s
which, in turn,
iirp.rni,,r towirrds resp''ding with ernp:rthy
ttggressively tlr etlg:rgtngtn
others with r-rnderst,rnding and kindnerlsr:atherthzrn beherving
aclopt the value of cooperatiorl, they are lllore operr to
builying behaviour. when str.rdents
teamwork ar-rd ffective e
l e a r n i n ga n c l p r a c t i s i n gt h e s o c i a l a n d , : u t o t i o n a ls k i l l s t h a t e n a b l e
oltthe vtrlltesof fairnessarlcl honesty directs stLldcntsto
rranasement of conflilt. Acceptzutce
cl.reating ancl heing:r goocl Vu'itlner
learn ancl r,rse sociirl skills suc6 as plirving firirly rather thar-r
,tntl l, rter'.
values also corrtriblrtesto stuc'lents' sensetlt
Livir-igone's life accorciingto pr<t-srocial
w e l l b e i n ga n d m e n t a l h e a l t h '
m e a n l l 1 g r p u r p o s e a n d h a s a s t r o l l g p t l s i t i v ei l r - r p r l co n t h e i r
o t
T h i s p r o c e s , i , i l l u r , r n r e c lb y a l o n g r r u d r n a ls t u d Yt h a t f o l l o w e c lh i g h s c h o o l s t u d e n t si r r t ' ' r
late aclulthood, a time intcrvirl uf *,r.,. than -50yearsar. The students were first interviervec'l
T h e r e s u l t so f t h e s t u c l v
i r r t h e 1 9 3 0 si r n d t h e n a r g a i n v e r y t e l l y e a r s u n t i l t h e l a r t e1 9 9 0 s '
c '
t h e i r v a l u e sb e c a n l eb o t l ]
i n d i c a t e c t h a t t h o s e a d o l e s c e n r w h o h a d t r : i e dt o l i v e a c c o r d i n gt o
l s
psychologicirlly and phi'sically healthier acltt lts'
Unit 2: People bouncing back
'neverfalling" but in risingeverytime we fall (confucius)
our greatestglory is not in
T h i s r - r n i t n t r o d u c e sh t t m a n r e s i l i e r - r co r t h e c a p i r c i t yo f p e o p l e t o b o u n c e b a c k a f t e r
i e.
e x p e r i e n c i n g l i f f i c u l t i e sc h a l l e n g e s l h i r r d t i n - r e s[.n t h e Y e a r sI { - ) b o o k , s t u d e n t sa r e
c , o
ir-rtroduced the acrorrynr BOUNCL,! Irr rhe Years .l & 4 ar-rcl
ro Years -5-8 books, thev are
i n t r o c l u c e crlo t h e : l c r o n v n B O U N C E B A C I ( ! T h e a c r o n , v r r lr l r e f o r m e c lb v t l r e k e v p r i n c i p l e s
s
undcrpinningtl-re coping statements.
B a d t i r n e sd o n ' t l a s t . T h i n g s a l w a v s g e t b e t t e r .S t a y o p t i n . r i s t r c '
O t h c r p e o p l ec i r n h e l p i f y o u t a l k t o t h e n r . G e t r l r e a l i t y c h e c k '
I J n h e l p f u l t h i n k i n g m a k e s y o u f e e l m o r e u p s e t .T h i n k r r g a i r r '
Nobodv is perfect-not you and not others.
C o , r c e t ' t t r a t e n t h e p o s i t i v c s( n o l r : r t t e r h o w s r r t a l l )i r n d t t s c l a u g l . r t c r .
o
E v e r y b e d v e x p e r i e n c e s a d n e s sf,r u r t , l a i l u r e , r e j e c t i o na n d s e t b a c k ss o m e t i m e s , l o t
l
j u s t v o u . T h e y a r e r r n o r m a l p a r t o f l i f e . T r v n o t t o p e r s o n a l i s eh e t l .
t
B l " m e f a i r l y . H o w m u c h o f w h a t h a p p e n e dw a s d u e t o y o u , f o o t h e r s a n d t o b a d l u c k
or circumstances?
A . . . p t w h a t c a n ' t b e c h a n g e d( b u t t r y t 9 c h a n g ew h a t y o u c a n c h a n g ef i r s t ) .
C a t i r s t r o p h i s i n ge x a g g e r a t e s o u r w o r r i e s . D o n ' t b e l i e v et h e w o r s t p o s s i b l ep i c t u r e .
y
K e e p t h i n g s i n p e r s p e c t i v eI.t ' s o n l y p a r : to f y o u r l i f e .
T h e a c r o n y m s h e l p s t u d e n t st o l e a r n t h e s t a t e n l e n t sT l - r e r es a l s o a f o c u s o n t h e w e r V st l
. i i
w h i c h n a t l t r e b o u n c e sb a c k ( e . g .b r , r s h e g e n e r a t i o n s k i n r e p a i q t h e i m t r r u t r e v s t e m )
r , s a n c lh o w
'bounceback' after hardshi;r.
p e o p l ec a n](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-7-320.jpg)
![fiandi:oo'6 Yuurr
Baclrl
gorfrce s- g
'rnd
T e a c h i n g s t u d e n t s c o p i n g s k i l i s n r a k e s i t nfr c l r e l i k e l ,nt^n"gth e v w i l l b e distress e s p ( ) l l o
n v t h a t t emotionala b l e t O r
,..il ,in-t.' ntiut'sit'u'
effectively and adapti'ely to challenr:, cognition'behtrvior'rrs
rrncl
nf *.ttt.,.i,.rg. C<iping ri,fi, fit""ta: tn:t 'ap'ier rrncl
haveoptimal levels :].:nlt,''tli"""i'g'
t" tt," .l,,,rrru,,m and plavgror-r.c1
attitr.rdes making irr.i.'itr",
for
more procluctive'
Unit 3: Gourage
Webecomebravebydoingbraveracts.(Aristotle) of fear (MarkTwain)
to'"i'-*t'tery of i"u'' not absence
Courage resltienJl
is
The focusof this unit is clt-t:
(ac'c'rg rrelp
heroisrnbr.r'er*o
;'':li:ixiliffi:H';ffi,'.ilijiltl':il!:;::::ff:'
l r i s k - t a i n g n d f c l o l l to snorl':el)'
S O m e O n e e l s e ) , t h r i l l . s e e k i r r g , l r r t l f e s s i t l r l a physicalk(e'g'alezrrnirrg a r d i r r e s s r
t"
r.-) recognising that everydrrvcourage ca" "iift"t
p s y c h o l o g i c a l ( e ' g ' " " t t i n g u u 1 u t , i i ' o p " t ' ' , . n t w i t h a ' i r i e n.c li)n g rf lroe 'a l s er' g 'is e iin g c ' irttir ns e c l )
or i r d ( . r L ppo ci g
tr-l.,,tk.f l s
son]eone w h o r s b e i ' g t r e a t e a* . t " i . r o . i . r n t r " lnav ll()t
one Pel'sollscarred 11el/otls or
{;i:; trnderstarrrding that fe-a,is relatirr'e--what rltrkes
( r l 'l l e [ ' ( ) L l s
m a k e a t l o t h e l 'p c r s o l l s c a r e d r-rrclrecourageouSll-ll11l1l a r e i r s lv 'f
,.|i, developing the skills artrd perceptions tlrirt lelrcltc.lbeirrg
o n e ' sl i f e ( e . g ' p L r h l i cs p e i r k i n g i ) '
thlt caLlse
face threatening oIdifficr-rlt situations
ciourage is defi,ne.las tl'recapacitl to
S t r o n g e m o t l O n s s u c l r a s a t r x i e t y . ' l r f e a r , w i t h < l t t t g ito i tackleo t h o s e f e e l i n g s . ( i t l t r r : r g e i s
v n g i n t a difficult and threatentng
hardship-rs serbircksor
or
neecledto persist unJ J.or with mav lead to urrdesirable
an.j thcre o,i,k attirclredlrat t
task. It is a.volunt:rry,action to ar:t desptte
tl't., of iear Or distressbLrtthe capacity
consequenc"r. cn*nl.'i, ",r, "i)r.n.e t r i e s t o r e s o l v ei t ' d e s p i t et h e
t i r c e s h e i e a r i u l s i t u i r t i o na n d
t
t h e f e a r .T h e c o u r a g e o u sp e r s o n
thoughts;. and/or
feelings oLtttt:1^t:.?:::::i:,.,
pr"a.t.ii'ti, ,'ft.irJ.nrtuf
cliscomfort the courage of armv btlmb-
..,.,iog,-, inuest-igatcd
Rachmana., an early researcheri,-l
clisposalexperts.Heidentifiecltlrat,tt"n-tn-'t'ottt"tl.t"thelpedthembecourage()usvastheir '.11:]-I,:,1:].:loP'cclltraSe
con6clencein their trainir-rg. Tlris suggeststhtlt teilcherScan lrelp if
anricry'-;-rrov.kirg f , r t h e ' r ( e . g .g i v i ' g i r r : l a s s a l k )
o t
t o t a c k l e s . r n e t h i n gt h a t i s d i f r r c r - r r t ' r
t h e y a r e t a u g h t t h e r e l e v a n ts k i l l s ' n'heu f:rcecl
hel;r ,voungpeoplc be nlore resilierlt
courage rs an ir-r-rportant skill that can life
lrcts'
collrage bl' cloing couraige()Lls
with ardversity. Aristcltle believed thirt :r persrlr]develops fircilitatirlg
'l-eachers '.,-t.,,Lt.,,gittg'
str-rdents bc coLlraFieotts
to bv
carnplay an important rtlle in
This type of self-reflectior-r helps rr studetlt
behirvior-rr.
them to self-reflecton tl'reircoLlrageolrs
courageat'
to clevelopa courageoLls minclsetto cllcoultlge tlreir future ilcts of
Unit 4: Looking on the bright stde
darkness.(ChineseproverD)
It is betterto light a candle than to curse the
and
strategies ssociated ith optimistic thinking
a w
J.hef'cus of this unit is on skillsand
p o s i t i v i t , vT h e s e i n c l u d e :
. , .-:
a s p e c t s i a n e g a t t v es r t t l r l t l o r l t
o
l , p u r l , i u . t r a c k i r r g ,i . e . t h e . s k i l l o f f o c u s i n g o n t h e p ' s i t i v e
however small theY n-raY be
and leirrnilg
e.) pgsitrve conuersio,-, of negative events anc'lntistakes into opportunities
experieuces
when faceclrvith setbacksor difficulties'
ce;:cievelopingan optin-tisticerplanatory stl'le
pe..ciuirrg that setbacksand difficult tirles:
ilre ,,nly ,.,"t-tpn'irry ('things lvill get better')
h a p p e n t o o t h e r p e o p l et o o ( ' n o t i u s t r n e ' )
('iLrsthis')
a r e l i r n i t e d r o t l - r e m m ed i a t c i r r c i d e n t ( s )
i
8](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-8-320.jpg)
![Chapter 1
intlr-:cli-ir;tion
i r c e d r v i t l r a s e t b a c kc l r i : r i l u r e ,
p e s s i n i s t i ce x P l a l l i l t ( ) [ y5 [ y l ew l r e n
( o s k i l l s f c l r c h a l l e n g i n ga ('it ahvirvs
t i r a t a s e t l l a c ki s p e m r a n e n t
A pessrnrrsrr .. p,u,Lrury styleis perceiving
r
i r ' s r ' v i r r u l t ,I ' m u s e l e s s 'a n c l )
p;;;;,r"i(.it only h"pp.n, to me;
l _ r i r ; r p e n s , n* , y , i ,
iu
( ' r t a i f e e s e v e r 'r}h r n g I t l , ' ) .
t
1..iu.rir. r for, . r . - , , , , , ,l , tlrings tl-rirth:rppen r irr r t l i r k i r time
r . . the g.'d r h i n p r r l r r r tl r r r n r r e r'rd r trtki'g
,.e; f.crsi'g un *r"r,r,,i. r,y't-t.ing'tl-'o*kfuI
''
t'war<,s .thers
;;;;;;;;tt thl'ks and show appreci:rti.n
p r e s e n t( t a k i r r gt i t l l e t l u t
t L t p a s t ( b e i r r gg r a t e i u l ) ' t h e
, r . r l - r i n k i n g n . 1f . . f i n g p o s i t i v c ' u l t u u t
n
the future (betng
the good things thirt happen)and
to r h i n k a b o u t a n c lf e e l g o o c la b o u t
good thirrgs to trappen)
,rotimistic :rnclerpectitlg
, r f i n d i r r gh o p e i n c l i f f i c u l tt i m e s | | - _ ^ - . - . r r ^ , . . , i , . , i , - . - , . 1 i , l c nrrr- otle's
cnnfidence i e it-l
wltelr solvitrg problems ilncl hirving
r::i.. being open-rlindecl and flerible
a l r r d a k e p o s i t i v c' r c t i o t t s '
t
own ability to solveprrlblerns
l-ras been dt'scriired
.r'e builcl class optirnisnl. optir-nisrn
activities in this u'rit irlso help to e l s es t i c k s ' A s t r ' r d e l ' r t
r r f r e s i l i e n c et,. w l - r i c 6e v c r v t h i n g
6y petersonraathe'velcro'construc;s
and hope for tlic
look tlrt tl-tt bright side of sittt:ltiot.ts
who tl-rinksoptimisticalh' tentls to students a.cl
l<t'kir-rggo'd. Beirri optirllistic.carrerlpoier
6esr, even when things irrc not ( '' . ' v c r s e l v ' p e s s i ' r i s m i s
help ther.'ro ger or;;ri c l - . ' a l l . , - t g . r ' o n" n " g c ' l i t . l ' s c l i t f i c r r l t i e s
.a
a glo.my 'ierv of tl.rirlgs'
expectillg fail-rre, arrticipati'g bacl o'tcom.r. ,r,:,, te.cletrcy t. tarke
helping str'tderlts irncl v'uns pe.ple :rdapt to ^e"v
Opti'-ris' .nr. pi,r, n ..ita] role_in on1
There o." i*,, iot'ms of optinlisl-t1:.t)?ttt:t"tJ
siruatior.rs cope witir setb,rcks.
or ' l - o o k i l r g t l n t h e b r i g h t s i d e ' r " l r r i tF r o m t h e '
'
in thr:
e r p l : r n a t o r y s t y l e .B o t h : r r e i n c l u c l e d to expect thi'gs ttt rvtlrk
ir disp.sitiol.t t"
expectancv perspecrive,optilttistll is lravi'g "ni""ty to
irncl pr<tirctiv. i,-t.t i,t't-toue t6e cor-rfidence perseverervheri filced
oLlt, to be f'rwilr:d lo.king
r v i t l r : r c l v e r s i t y ' , . F r < l r l t l r e e r p l ; r r r a t o r y - s t y l c p e f s p e c t i V e . i l l l . ( ) p t i l l l i S t i c o r lo p,ter l sri s tlti.s t i c s ; t , v l e
-' s n tt
t,r v'urself wl'rerthey happerrla' i r
r
r e f e r st . t l r c w a v y c l r -e x p l a i n t h e c a u s e, , f . u . n r ,
r
health'
r , v e l w i t h o t h e ' s a r t c lh a v i n g g o o d p h y s i c r r l
l
rrls' rrco'tributing factor to getti.g alo.g l r ' i s l i n k e d t < ' i t s t - t r s el f
t
e r p l a t l a t 6 r Ys t v l e t r
l r - r 1 1 n t r a s t .c s s i n l i s m , s p e c i a l l V r p e s s i m i s t i c
c p e r
rn'
h c l p e l e s s r t e a s d d e s p i r i ra n d , s o n l e t i n l e s c l e p r c s s i '
sn '
Unit 5: Emotions
Joy is not in things, it is in us (RichardWagner)
J'he iocus of this r-rnitis orr teaching stlrdents to:
atrd that horv vor'rthink
i:rjr understirnd tirat ver-vfew cvents itfc g,oocl bacl in themselves or
arbouts<tmethir-rg strongly influerrceshow vou feel :rbout it
, . : t r e c . c n i s e ,e n j g y a n c l r e c a l l t h e i r , r w r l ; ' r o s i t i v e t n o t i o t . l s i r c h a s l - r a p p i n e s s 'r i d e '
c s p
p r o l " n o t e h e s ep o s i t i r t ei e e l i n g s ;
t
c ( ) r r e n r n r e n r s u r p r i s ea n d e r c i t e m e n t a n d t h e e v e r t t s h a t
, t
teachilg thetr to at.nplify a 6 c l e n h : t n c e h o s e f e e l i n g sb y s h a r i n g t f i e n ] w i t h o t h e r s
t
s a d n e S sw o r r y .
,
, t r c c o g n i s ea n d m a n a g e t h e i r n e g : r t i v e m o t i o l l s s u c h a s a n g e r '
e
arlc1 r,rnclerstanding that they l-rrrve cl.roiccs abottt horv
clisirpp'ir]tnent:.r1c1 ermbarrassrnent,
t l . r e l . r r . r a n a gh e s ee l n o t i o n s a n c l t h e i r c t i o l l st h c l ' t a k c
te
ir r e c o g n i s e h e f e e l i n g sa n d i r l t e n t i o t r s f o t h e t ' s
t o
i:r rcsponcl with empathy to the feelingsof others
? , L l s e o s i t i v es e l f - t a l ka n d l o w - k e v e n o t i o n a l l a r . r g u a g e '
p
ln the past, psychologistslrave f,rcr-rsed more on how ttt lnilrl:1FIe llegative emtltions ancl
a t t i t L l d e s e . g .d e p r e s s i o n a n r i e t y a n d a n g e r )t f i a t l o n
( , h o u ' t < l a m p l r f v p o s i t i v ee l n o t i ( ) r l '
Positir-celnoti()ns
Hor.n,ever, lrore receut researclrhas shown the benefits of positive elrlotiol.ls.
r e s o u r c e sP o s i t i v e
'
c a u i n c r e a s e ' b e h a r v i o u r alle x i b i l i t v ' : r r l d b u i l d c o g n i t i v e a n d e m o t i o n a l
f
e m o t i o n s c a n e n h a n c ep e o p l e ' s c a ; l : r c i t , f o r o p t i r n i s t i ct h i n k i n g , p r o b l e m s c l l v i n ga n c l d e c i s i t l n
v
E r p e r i e n c i n g1 ' r o s i t i V e
r n a k i n g a 1 d l e i r c l o m o r e f l e r i b l e , i n n o v a t i v e r r n c l r e a t i v es o l u t i o n s a n ' r : '
t c
e l x o t i o l t s s u c h a s j o y f g l n e s s ,p r i d e a n d e x c i t e m c t r th e l p s t o broacletl tuder.rts'crtpaclt()
s V
c a p a c i t Vt o t h r i v c + " '
l c a r n , c o n n e c t st h e m r o o t h e i s a n c l b u i l c [ so n t l - r e l i l s s r : o o r r r n d s c l - r o o l ' s
c](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-9-320.jpg)
![ltanclbotr'6 tn;.*.
9ac*1
goopce ;:;
'undo' the eitccrs .i
abiritvt.
rhat positive em'tioirsars. havethe
Research dem.nstrated
has
.-,,ti:;;"1 a'd ;'hysical
resiliencea"'
t',,ort.t
stressmore quickly Back!bor erermple:
"ni'.,-r.o.,r"i. in,theil"rrruo* in Botmce l-ir.e irrrcl
emorions promoted
p<rsitive are
*'"ttgJ' srichas Circle
are promotea'n"ttgft' telatio'-tal
6j feelings belonging
'- of
.oup.,ntive learning lre generat throughedtlcati'oll:1l
in l--",.ino are cenerated
anclenioymerrt iearning'
€r feelings excrtemJnt
v; of
i'clr-rdingirrteractive whiteb.ard games ' lear.irrgskLlls
;;;;i hror-rgh
,e ?".ri"*, optimi'm
or ona p.,,i"""'e'
"n'":":,i:l::l::j::::::,11'".:'lffl'r1i;"tii,i,
goals'tr:rmtng.stlcc
realistrc
ior seiting
i g a cha1enging r-r e
I nh 1 f r-r th i'k i. g
p I
encour agIng p i;:''t; ;;rt " " " by ,tudtnt' identifvi'g
and rec.gt.ttstt-ig
"' pri,l. p;;;;r.:;
o, feelrngs nf ,"tirfu.tio,.,o,.,d
,,,.,,r,i','];;;;;;;
;i;;;;", "r.
'"0
":*:*:*l*,'1'l-:,Ti:,fl::i:?ii""1:i,i1.o
:'l"il::iliiT:l*lii:**T:T':ilii,Jl'Iil"
.1li.ffi
","f;lil:l;TlTllf, nn* their thoug'ts affect
tireir
incorporares arctrvrties thar help young o.;il;;.;;;..r,"na 'r interpretiltloll
is that t6eir perception
feeli.gs ar"rd their hehaviotrr.An importa''tt'-t"ngt lf thev ilrc'o''er-
the eve.t l)er se'
how t6ey ft"t, tto'lu't
of an event n"rpr ro i.,..n-'i,r" lrght' then tfrey ilrc trorc
nop.t.r, or threateni.g
aror-rsed ancl interpret an event ln o n.,gnru.i,
l i k e l y t o e x p e r l e n c e s t r o n g n e g a t i v e . e r n o t i o n s . S t r o n g ,rre abre toesttr,v i o t - t arrclfi.cl t r't l t l l l ( ) r e
n e g l r t i v e n - t o cirl'r s m a v t l l k e
t
and L-rourrce bnck. If t.ev
clifficurt fclr them to be ,eiilient i::"^:nl:.t: toot ancl to problenr'solve'
tltt"'tit'l']
helpfr-ri way to rnterpret:r situati'rn' llafr()ls
sacllress;
sttch rrs irtlrietr', anger' fearrancl
tnatnage,-,-,ent strorrg emotlolls
of
,o,.'g-.t h e n r a r e':ll::ii:ii;]':::::.1:i]*:L*:J[:l:*'il;:il1:
I)oor
, 0..;;;',v e rnt-ffi,ni'"11I
o whelm nlofc
e m o t i o n st o t c)l e p l . e s s m t > t i o n sn r r 1 - r o s i t i l e
e i
n''ttiotht' o f s e l f - h a r m ' l ' ea r n i n g h o $ '
substance rt'u" z
" t t ' to feel ...r." i,-.'.o,-.,,r.r1 ivrren things are cliflicult.i'rr ther.'' Thc
ancl assertivewa,v rrerpspeopre prr.d rlrd satisfiecl'
young people,,,..ir..l,,,,-r w r r a t m a k e s t l - r . n .h n p p r ' ,
r
u n i t a r s oe n c o L r r a g e s 'VINNE'RS' Lrnit'
in the
:r theme th:rt is pitftta up "gnin
Unit 6: RelationshiPs
we can do so much (HelenKeller)
Alone we can do so little Together
lnordertohavefriends'youmustfirstbeorre(ElbertHubbard)
Tlreiclcusclftl-risunitissl<illsanclirttittrclcsthirtlrel;.'stt-telcntsttl:
"3r clevelopskills for n-r:rking:rnclkeeping friends
lvell rvitl.rothers
it deuelop skills for getting irl'ng
;6, clevelopskills for r-n:rneging clisagreemetlts
o s e l f - r e f l e c t a b o t t t t i r e i r : 0 w n c t l r f e l l t l e r ' . e l s o t s k i l l s i r t t l rstr-rdents's . it is tor rrll oi
e s e . r r e a:'rs
sotlrce Of u'ellbeing for
Having a friend is ir very inlportant their
or be p-ropr-rlar'
lr. *'.ll trcceptecl their peers b,
us. Although all stuclentswor-rldlike to g'ives stttdc.t s
a '.1 clrse
more imptlrtltnt"Having rrfriencl
relationships vith their iriendsare
r sonleolle
cotnpr'tt-tionship;
of self-worth; someone r,vhO can provicle l,rt'altv' sLlpport i'rt-icl
solVing; i1nc1 proVide all opPorttlllrt'
tO bor.rnce ic'le:rs off; sollleolle to help r'vith probleln
t o r e c e i v e a n d g i v e a f f e c t i o n . F l a v i n g a i r i e n d a l s t l e n i r b l e s a S t t l c l e n t tSlo criia lc tki is le ers s e r l t i l r l
t p r s l s t re
t h r n k i n g . a n dr r e g o t i r r t i o n '
s o c i t r ls k i l l s s u c h a s c o n f l i c t r e s o l u t i o n ,e m p t r t h i c poslfl!e
'acaclemicenable|s' l',.-.,,,,r.'l-'tt '''"" onlv help students to clevelop
described as
bu"t'ttt facilitate stLldentlerrrnirrgrrrlcl
reltrtio'ships r,viththeir peers "n.i r.".1t..r. "ittu
clarssr..tt'r pli.'gr.u.cl
e'er:'clav
"t^T,1il:ri;;t,ril,l, ,*';l skillsirrepr:r*iscd strdenrs'
ir .r.rcl
lvith irier.rcls rr'cl nr.re relati.r-rslripr'';
interactions, their r.rse ttre coutext ,ri.i".p.,.
in .i.tintate
r l t l a t i ( ) l r s h i p t h e ' r v i l l h : r ' e l r r t e ri n t h e i r
e s
e n a b l e ss t u c l e n t so p r e p i l r c i o r t h e n . t . ' , r . . r i g n i 6 c t 1 l
t
goal oi most peoplein rldult life' llirrritd
l i v e s . L o n g , t e r n t r o n t i l t r t i cP a r f n e l ' s h l p , . t ' t f t t
" t r ' T h c s t l c r r rt l < i l l s
l
t t l t t r es i r t i s f i e c V i t h l i f c ' '
ll
pcoplereport bcing n]ore resilielrt, eppier,tnc] h
10](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-10-320.jpg)
![Chapter 1
i.ttlt l-.,ti
ilt;ltol:
'.
r?;,'
i d e n t i c a lt o t h e
peerrel2rriorrships e illmost
ar
t o s a t i s f y i n gf r i e n c l s h i p s . c l
a
that co'trib'te A'nong mrrrrieclpe.ple ' th.se
..rnr'anticrelirti.rrsl.rips.
srcial skills that .,rnt.ib.rte to sirtisfying
well)
conflict
p'sitiveandableto hanclle
;tT.::il,tJ,f."n.'ntive, goals)
ablet. acl.rieve
,"';;]fi"' ft"ta workingancl
@ conscientt'u'
( a b l e t o m a n a g e . t h e i re r n o t i o n s )a n c l
; ..t"U"t"fft stable
(flerible anc'llisk-taking)
; uf.n ,o experience than t]o tl-rtlse rvhrr
and serr-rally ,",ii,.a with their r:e[ltirlrrsl"rips
tend to be more .n-,,,ri,rr-r,.tly
w i t h t h e s eq r - r a l i t i e s i ' '
do not have sptluses short'u that the most s'.ltisfvirrg rrtrcl
The long-term research,rf Join Gotturitn'a'" has
the skills ttl hancll:
ilre those where-botl.rpirrrners h:rve
s.stainable romantic relationships in their relati.'sl-rip' F:[e''rlstl
nn ih. prsiti'es tha' the llegarives
conflict r,velland focus m're cclnflict
retlsol-ls,-r,nr',f ..,up1". fi,.r.1 s. harcl to detrl with
it
identified that one of the n-rain e m o t i o n st h a t
m a n a g et h e ' f l o o c l ' o f r l t r r i o t t st r n c lt r t l g r y
e f f e c t i v e l vi s t h e i r i n a b i l i t y t o
sitttatiotrs.Relationstrip-r skills :rre not the orllv firctors thrrt
Overwhelm them during conflict a significillt
r e l a t i o n s h i p ,L u t ' u t h s k i l l s c l o t l a k e
contributeto a satrsfying nd sustainable a
More cletailsc1n founc'lin McGrath arrcl
difference to the quality of the relationship. !e later
r , , ' . 1 " n , , a t s c h o o l w i l l c r l n t r l b u t et c l t h e i r
E d w a r d s , o . h e s o c r a l, k i l l , * . c a n t e a c h
T
sLrccesn adult relationshiPs'
is
stt'tcletlts:
ln summary, if we teach relationship skills ttl of
ttt feel satisfiedwitl-r school, have higher levelsi
o ln the short rerm, rhey ilre rlclre likely
h t r v es o c i r r ls t l p ! r ( ) l ' t'.] s e l l s c' r f s o e i a l
w e l l b e i n g a n d [ - r e o r e r e s i l i e n tb e c a u s e h e y r v i l l
- t
perceptiorrs bout life'a
v a l u e a n c l p e o p l e w i t l - rw h o m t o c r o s s - c h e c k h e i r t
10) In the longer term. tl-revwill be rnore likely to:
x t t r a c t s t l p p o r tv e p a r t n e r s
i
circntrst:rnces
-" havesuccessful a d u l t f r i e n d s h i p st h a t p r : o v i c l e u p p o l ' t i r r a d v e r s e
s
p r o t e c t i v ef o r t h e n s e l v e s : r sr v e l l
h a v e s ' s t a r n a b l er g m a n t i c r e l a t i < , i r r s l r itp s t l v i l l b e
ha
as for their own children
chilch:er-r'
b e a b l e t o n - r o d ee f f e c t i v er e l a t i o n s h i ps k i l l s f o l t h e i l o w r l
l
Unit 7: Humour
lt's jolted by every
A person without a sense of humour is like a wagon without springs.
pebble on the road. (HenryWard Beecher)
T h e i , , c u to i t h i t t t n i t i s , , t t :
of hltnlotlr
O a c t i v i t i e st h a t d e v e l o p a n u n d e r s t a n d i n go f t h e p r o c e s s e sl n c is t v l e s
r
. s ) a c t i v i t i e st h a t h i g h l i g h t h o w h u 1 u < 1 u ra r l b e u s c d t 9 h c l p w i t h c o p i n g i r r h t r r d t i r l r e sa s
c ,!1
w e l l a s w i t h s u p P o r t i n go t h e r s
o
o
.ej activities to help students to differentiate betweelr httnrour that helps :rnd hulrlour rhat €
15
h a r n t s , s t e r e o t y p e st,r i v i a l i s e so r d e n i e s s
d
rtl opportunities for students to participatr: with clrtsstt-]rltes htttrorous activities thr"tlugl.r in H
lla
. G i g g l . G y r - n ' s e s s i < - rT ls .r e s er r c b r i c f r l , r i l yh u n r o r o u s a c t i v i t i e st l r a t c a n h e n s e c r l s , r
n - i l
s t r e s sb r e a k i n c l a s s .
Humour is one of the processes optimisn-rthrrt signilicrrrrtlycontributes ttl persorral
of
resilience.'r;(e a r e a b l e t o f e e l m o r e h o p e f u l a n d l i g h t h e a r t e du , h e n w e c : l l . ) e ea f u n n v s i c l eo f
s
a difficult situation. Humour helps us to gain a sense of perspectiveon otlr problems hecilttse
it can throw a little tight in an otherwise blacl<situatior-t. ren.rincis th:lt life goes orr- It
It tls
helps r-rs cope with what we can't change. Hunrour car-r
to provide an opporttllrity ttl rcLltlcc
the terrsioncreateclby strong and unconrfortable entotions sttch as s()r[o ferlf rllrd rilli{ef.
W h e n w e l a u g h , w e e x p e r i e n c e l e a s u r ea n d i l g r e a t e ro p e n n e s s o d i s c u s " i o n n d i n t e r . r c t r o n .
p t s a
R e s e a r c h o n s i s t e n t l yd e m o n s t r a t e s h a t l a L r g h i n g e s u l t si n b e n e f i c i a lp h - v s i o l o g r c a lh a n g e s
c t r c
i n o u r b o d i e st h a t i m p r o v e o u r h e i r l t ha n d h e l p r - r so f i g l r t i l l n e s s i - ' t s T l - r i s n c l e r s t a n c l i r l g
t . u
u n d e r p i n s t h e t h e r a p e u t i cu s e o f h u m o u r i n n e c l i c a l c o n t e x t s .
11](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-11-320.jpg)
![ir' gacltt Handbos'P t*""
;-;
lr go$$ce
l-relps stuclents ttr
S h a r e d l a u g h t e r t s a l s o a u r r i q u e h u r l r a n b o n d t h a t l r e activitiesc o n n e c t w i t l r o t l r e r s ,
it-tt. classr.o.m p s u s t O
l
,;rpurutinli'*m'ur staYengag'ed on
a'rd task'
Having fun with o..rr;;; *ttL 'nt.,t tt"trtt' ttL11.,
il;;; ;ih., o'-td
feelm're connecrecl
r.augh,eranl.l::'.'":,,1*lj::l'J[#::,:'i:]ilt::*lwn::'.1
students to retaln tne
l:T:l'.i:'::i:11:
percepti"":j,".:t*;;'iil;:S*:':i.i:*il;ffi11};l;;:l
trre hurtful when it relntorces
d.nl.oning and commenrs'
the r'rse cynicalor sarcastic
of
of :rnotherperson'n'l'ogh
Unit 8: No bullYing
Thewor|disadangerousp|acetolive,notbecauseofthepeop|ewhoareevi|,butbecause
Einstein)
aboutit' (Albert
*noion't do anything
of the people
is trtt: ilncl helping
Thc ioctrsof this ttnit anci cvberharassnent
,;;;r';;ch as bullyi'rg, cyberbullying behirviout
@t *nderstandi"g other kinds of anti-socitrl
r,,"rrri.* t.n,*i,,u, a].rd
studenrs between
t-liscrrminate responsiblv to stlpport
Jrrf..encebetween ..king for sltpport'acting
(er understancii"g,h;
'dobbing' that if
someone and
else lead srucle.ts berieve
t.
anclassertively; srror-rid'ot
this
€r ski*s for actingconfiderrtly
respc,ncl
t<, tobeir.rg of dc'>rvn'
adaptivelv b'uied pl'It
(o.r
:fin,TilHl;::tT1iil'1".'0.",,
ttt .selr-respect' 'self-protect'
then vru
:::*lil:g that if you h:rve
" askirrg for sr'rPPort
' v e r b a l a n d n o n - v e r b a la s s e r t t v e n e s s
peer P'essllre
and rranaging negative
o skills for understanding bystander supporr.
ancl offering
a, skills for .1ir.;;;;;gi.,ulyi"g
B r ' r l l y i n g c o n t l n L r e s t o b e a p r o h l e n r i t r c r u r s c l - r o o le ia tg c lu lrl t ee wnoa n rc,h .v lb e e.rb trr l l r i n g '
f.,ur,r*dl,-tt, ..port, b ^
s l b e i l d i f r s c ' tt u c
appears to U. l,.,.r.nrlg. O". in bullied anci
l , ' , . r e , . I , i n g l ys t u d e n t sa r e b o t h
'
and one in ten report, Lei,-rg yberbullied.
c
school hours and off
i s n o r e l i k e l v t o o c c t - t to t - t t s i d e
'
c v b e r b u l l i e d 5 e , 6c '.y b e f b u l l y r n g
0 of the breakdolvn o|
are felt in ,.h.,nl hotrrs because
tl-'esch.,ol site, but the effects
r e l a t i o n s h i p sw h e n s c h o o l r e s t l m e s '
Unit 9: WINNERS
finding.(RobertLouis Stevenson)
An aim in life is the only fortune worth
that:
T h e f o c u s o f t h i s u n i t i s o t . ra c t i v i t i e s limitations; strengths
t6eir own relative strengths ar-rcl
@) teach students how to identify lclerrtifi"d L''vHor"'lrcl Ciarclnerirr
ti91" intellig'enc.s
can be ability based (c.g. across ,n. f.encl11"ir goocl
c'haracte''ta"t{ (e'g' being ki.d'
his Multiple lntelligencesM.clel"r o,
alsct t<r
andlirrrittrti.ns treed
(e)iiiilll,T;lii'1,, u',d.rr,n'rd srrer-rgrhsbede'eloped
that can
he imProvedthrt'ugh effort
to help thern bc-r;trccessfttl
o teach str-rdents Lrse to this self-kr-rowledge their strerrgths of
for
emphisis 'n collecti'g evicle'ce
a c r o s sm a n y a r e a so f t h e i r l i f " , * i ; h ; ; o , . t i t u l " trnrealistic ancl
n,rpirrg or r'aking Lrnwarrarlted'
these conclusions about oneself, "r, ir.i,
deflated or ir-rflated assllmptlons
effort arndpersistence(but abilrtv
0r teach students that success t-nostlya restrlt of
is
c o n t r i b u t e st o o ) , . r - - ,- . . ^ r i , - ' - ' 1
aucl self-n]anager]]ent (e'g' willpower' effort' trlne
€) develop skills of self-cliscipline
t r a n a g e m e n ta n d o r g a n i s a t i o n a ls k l l l s )
12](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-12-320.jpg)
![I lif r och rc-'t.ion
o, ,lt:-,.1'l'^:li.;li:ililT:[il'l--i:;';1,,,";;1'iillli::Ili'-"J
,.":r,' to goal rvhen things
PathrvaYs solving and being resotrrceful
nersistinfl in rf.," ru."'of u1,r,u.i"r, ".aOrif-,i.r
;.;il;ii;;*ing o ' w h e n s o u e t h i n g g o e sw r ' n g ) the
a'd hence understernd
io c6allenge str-rdents use therr i'itiatit"""tiUl'"s<lurceful'
to
' r o c k y u p - a n d - d o w n ' p r o c e s so f g o a l a c h i e v e n l e t l t
real-life a positive olltcome thilt
,i:))help students to understand the tnnttot.ii:1""ft()f()gltl^l:*'"t' that ofiers
.ni..r. imrnels;j in an activit'v
occLrrs when they are using tl-reirstrength, *"t
fully absorbs their attetltion,'irr1-lt].:tjt"t
thenr a challenge ancl
f r n e serviceof otlrers. e t h r ciltl
a J e n c o l l r a g e m e : r r r r n g f u l p a r t i c i p a t i c l u . a u d i r s e n s e oirr-tlre a n i n g a n d p u r p o s This o u g h
..,,,-',o.''nitu-l)",.d proiects
ellgagement,'-' s.hool nn.l to teacl-r wellbeirrg
*n,king with younger students
ir-ivolve, frlr erample, arnolder stuclent p'.jects
carnpaigns;and commurritv
rher.nes; ,.t-,uot-1,""r"iprri..r, such as anti-buliying w h e r e s t u c l e n t se a c h
t
village'
p r o l e c t st l t . a r e a r b y r e t i r e t n e n t
n
s u c h a s r e c r p r o c a ll e a r n i n g
cilrd games'
lnternetskillsand residents each t
levels:
This unit is based on a core acronylrl atUeach the three different
of
,.,r STARI in Years K-2
'rir CHAMP! in Ye:rrs3 & 4
iri WINNERS irr Yezrrs -5-ll'
k e y m e s s a g e so r s u c c e s s '
f
E a c h a c r o n y m r e i n f o r c e sa g e - a p p r o p r i a t e that self-
k.owing y,,,tr rt.engthl and limitations arrd usi'g
Bei.g successfulirrclLrcles i^rportant
progress u,-,.1 u.ii"u" in different areas deemed
kn'wledge to set goals, rnonitor that
g o a l s i s l i n k e c lt o b e i n g h o p e f u l o r o p t i m i s t i c
b v ' n e s e l f i r n d o t h e r s . A c h i e v i r - ro n e ' s
g
a successfulproblem s.lver
xiith hope, vou are I.ore likelv to be
;l;;;J;....1ri"r
g o a l s ' ' ' 'A ' s u c c e s sr ] : I i n d s e t ' i r - r v o l vle s l i e v i n g
re
: r n d f i n d d i f f e r e n t p a t h r v a y st o a c h i e v ev o u r
i*ri,rr,nn, ingreclientir-rbeing successfuland le:rds
thar eff.rt ratl-rertharr ability is the rnosr
easily when faced witlr setbacks.
t<l perseverir-rg ancl *orking lrard, .atl-'e,.thanglving up
:rppr'racl-r i"ttuitgly zrdvocatedby the nerv disciplines
and obstacles"a. strengths-birsed
A
Melningful participation in school arrd
of Positive Psychologl' ancl Positive Eclucatiorr"j' critical
c o m m n n i t y - b a s e da c t i v i t i e sh e l p s s t u c l e n t so t gaill a sellse.of leaning and pr-rrpose--a
r
a c t i v i t i e st h i l t a r e m o s t l i l < e l ' t o c r e a t ea s e l l s e
c o m p o n e n t r f s t u d e ' t w e l l b e i n g .T h e k i n c l so i
. p u r p o s e ' f o r s t u c l e r . rr 's r e l t t r e t h a t a r e w o r t h w h i l e , a n d t h e a c t i v i t i e st h a t a f f e c t o t h e r
t, t
of 'rneaning''
p.upl., not j u s t t h e m s e l v e sa r e n l o s t l i k e l y t o c r e a t ea s e n s eo f
,
Additional online unit: Elasticity 'bouncing back'' Wlrerr
resilierlce r o
T h i s u n i t i n t r o d u c e st l - r e c i e n t i f i cc o n c e p t o f p h v s i c a l
s
t o i t s o r i g i n a l s h i r p ea f t e r b e i n g
s o m e t h i n gi s r e s i l i e n t ,i t i s e l a s t i ca n c l c a p a b l eo f ' r e t u r n i r r g ,!a
as an introductioll to the'People o
s t r e t c h e d . c t u a s h e d r :b e n t . T h e ' E l a s t i c l i t y ' t t n i t c a l t s e r v e
s o o
'lllasticitr,'
trnit is orl: g
bOuncing bilck' unit.The focusof the 13
with elastic balls)
forces(e'g.rubber bands,bouncirrg c
o inves'tigatir-ig erperirnentirlg
and (!
(e.8'
and stretclrirrg elasticised fabrrcs, skin) H
F'
,'$ springs(how they work their uses)
ar-rd
16.)
linkingscientific resilience humanresilience'
to
This unit can be found on Pearson Plai:es'
13](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-13-320.jpg)
![gaclr! Hatrclho6tr' Peers,
gor:roce $_
B
Back!
Additional features of Bounce
'Keltprtints'tttteacbstLrderfisllveja!gtftifiedattltcst''trlt,tt'eLlchunit'
Resourcesbtltlks
eacl-lrrLritin the thr:eeClassroom
The key pclints at the beginni'-'gc,f t. t-ttlclersta.cl'
irrrportant r-rnitconcepts for students
,.,-rort
t1-,"
provide n ,,ra.,n.ir.r--orv',,f offer stucle'llts
te;rching strategie-s each unit
in
Marry difterent activities irnclengagirrg these kev concepts'
of
opiiy thtit '-rr-rdersttrnclir-ig
opportunitie, *,-J.-,,,-,r,."r" nnd
Key crtnceptsdnd ntessages repe'ttt'd'
'tre
repeated in
in the Years K-2 book and then
The nrne curricuh"rmtopics are tntrodttcecl thirt the key u'ellbeing
in Years -5-8 b.oks' T''is 'rearrs
the Years 3 c 4 book and th.r-t "goi,', are repeateclwith trge-
t"'tlt""trtdings in the nine units
a'rcl resilienceconcepts' skills and clf these cOtlce}]tS
develop .r deep r-rnderstandirrg
apprtlpriate ..',|.i.ulum, So that ,t.'.1.n,,
lives'
n,-tdth.r.fo,e can irpplv then-rin their
/ r r / r i 1< '
-
L i r t k sd r c t r t d d e t r i t l t c ( ) t t t t t t o tc t r r r i c t r l t t t t t
t
Wherepossible,linkslrz.rvebeerltrrirdelretwcetr.lspcctsofsclciirlirnder-rrtrtiotrtrlle'irrrir.rg
s t t c ht r s
i n y e a r sl ( - 8 ' . F o r e - x a r n p l e ' o n c e p t s
c
and cor.nmonopicsthat ale of,an.,,u.r.d
t
through age-:ll.r'rL)Prl'lte
*i,1-t bt trclclressed
coLlrage,p.rrrrrJn.. and ciealing "tbntk""n have stoocl :rgainst
of erplorers' inventors' those wh<t
literature arrd also thror-rgl-r topir:s the
r'vho hrrve tnacle
and Neisolr Manclela' ancl researcl-rers
inlustice r,.r.n n, Vt"hatnla Ghandi
rnediciue'
g r e a t b r e a k t h r o u g h si n s c i e n c e n d a
',lrler(tt 'ttttttSct'i/r/-<sfS'
A l l t h r e e l e u e l sc r t r tb e d d a p t e d i o r
key point or concept' ilctrvrtrescan
If you .";;;; ;";r. ia."t on how' to teach a p:rrticular
books ctltr
tt't'L'' Many activities in the three
be found in the two otlrer Classroom Resourct'
bereadily^d"ptedtomaketherrrappropriateforyollngerorolderStuc]ents.
There is a strotlg frtcttsrtrt higb-qudlitt literature'
S t o r i e s a r e p o w e r f u l w a y s t o t n t r o d t t c e i r n c l r e i n f c l r c e i m ; l o r t a n t a s P e c t s . o t s oe aa na n g
ci l nd
f o r a r l r n g eo f e n g a g i n gt e a c h i n ga n d l r i
e m o t i o n a l l e a r n i r - r a . d c a n s e r v ea s t 1s t i m u l L l s
g
incorporates il lrrrgeselection of literature'
activities. Eurch'nit of w.rk rn Bourtce Bdck! ancl
criticirl liter::rcy approarchis acl<'rpted through discussiotl.cluestions
An i-rge-appropri:rte
,literac,v prompts are p_rovide.d in (ll-rapter8:
activities.General and'visr,raLliteracy'qLlesrion
y e a r s - 5 - g r e s o u r c e s s e ep z r g e 0 0 ) , a n d c : r n
( 1 b e s e l e c t i v e l y s l d t o h e l p s t u d e n t st o u r l d e t ' s t a n d
u
'literacy' pr.'rpts thtrt
Bdck!
and thi'k critically o1,.r.,itli. terts. There are also Bounce
(e'g' V/hcr
specificall,v focus str,rdents' attentic,n orr sociirl and ernotional :lspectsof thc texts
in this scene?) .' M a n l ' o f t h e
w a s t h e m o s t o p t i n r i s t i cc h a r : r c t e r ? ' r V l - r e ri cs c o L t r f t g e h o r v n
w l s
picture bo'ks uff., ,,,,-rndpsychol,ogictrl insights and social criticisrns' irnd provicle different
i,.yers of meaning through visual ancl verbal in-rages th:1t appeal to ,I
i r v a i l a b l eo n l i t l e a t
]-o'ng a n d o l c l . D e t a i l e d r e s o u r c el i s t s o f a l l l i t e r a t L r r e e f e r r e dt o a r e
r
s s p x t h c y c a n L r er e g t r l a r l l ' L r p d a t e d ' l r e r e
r w w w . p e a r s o n p l a c e s . c o n r . z r u / b o u n c e b a c k . a ro t h a t
T
Itl*' -
-
- t
print'
--l is also information on how to find out whether books are still in
Strengtbs-based storytelling is enc(fltrLt 8ed'
provide stimuli for further
T h e b o o k s a n d n o v e l s t h a t a r e r e c c i m m e n e ld t n B o u n c e B a c k !
c
s t o r y t e l l i n gb y r e a c h e r : s , t e l l i n gb y s t u d e n t sa n d s t u c l e n t s ' o w t l
re s t o r l ' t e l l i n g .S t u c l e n t s i r n
c
or k i n c l t r e s so r t l l e y
,
o r a l l y t e l l s t o r i e sa b g u t t i n r e s* h . , r t t r . y b o u n c e d b a c k , s h o w e d c o u r a g e
c a n u s e d r a m a o r d i g i t a l t e c h n o l o g yt o t e l l t h e i r s t o r y '
Tbere is d foctts()n otrtco,ltes/',r literact, itnd multi-literactes.
All gnits of wgrk actively engagestuclerrts trirditior-ral
irr literacy otltcorles such as talking,
are lorv on
listeling, reading anclwriting. lil itud.nrc require literircy skills and those.rvho
resilienceufte,'rhnu. peol literacy skills6". The glot"'almove towards digital technologv trou'
bv nlulti-literacies'
means that classrooms:lre moving to learning environments characterisecl
l.,.adol" write now often rely ot.t;lrocessitrsstYt't'itlrlroclcsc'f
Therefore the texts that stuclents
14](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-14-320.jpg)
![Chapter 1
Introduction
'Multi-riteracies'
means
rrerrri'g.
in orderto communicilte interpret
and
rert simultaneously variottsr.troclesprint'images'
of
thesimultantuu'"noilgl;;';t;i"* "idul' l::::lucingof
Back! i'rvhicrr
o'i Bounce units
;;"H::::T:*::liil'.1rjiill1,'lilll,illllil";"' the
s t u d e n t s a r e a s k e d . o . , . " , . a n d p r o d u c e o a i grie c .tr,d oi r r f o r r noro ik r raadl e do r p t)l'v i c a a lt l.iTe r a c ie s
t o t - , y , l " , t t . t r ' i i r eas d su s t l r e s e
activities r e q r . r i r er a . l i t i o n a i p r i n i l i t e r a c i " , f i . ]
t itnagerv trnd
to r-rnderstalld rrreani'gs conveved b'v visr'ral
(i.r 'verall layoul nr-rJd.rigr-r, (to integrate
at"al ttttclurusical liter:rcies
to rr-ranipulate ditferent imog., for best effect),
ditne'siolrs)'
, - r . , m e r a c i e so c a l c u l a t ed e s i g '
(t
v o i c e o v e ra . d m u s r c ) " , - r d
ctrpo r a7gtl urll gvettc r 1t ssi b Ic' o
D igit al t ech n c tkt is irtcgy technologl'
.tnit to lrow stuclents ight usedigital
m
T h e r e a r e n l a n y s u g g e s t i o n sn e a c hi
"' still ancl vide<r
powerp'int@ .i;rJ,ry;, p.dcasts, blogs, digital
such as Micros.ft@ ofi." short movies'
digital ,,(r.yr"liir-rgancl b.ol< trailer:s,
cameras for photographic displays, r e s e a r c h 'h u n t i r l g
l e a r n i n gp t : t " t " t " , i t ' p i t - " l t t " d h l t c r n e t
i r n i m a t i o n , v i s u a l r e c o r d so f t h e i r musical software' and
sites,cre:rting their own nttsic with
for sorrgson diffcrent Internet
",i,:lg''f.*"resuchtrsMicrosoft@officePublisl-rerllorI(idPrr.
There rtre t111111y interLtctit'e uthitebctttrdacttt'i;lies'
activelv
a variety Of new IWB activities th:rt
The reviseclBounce Back!incorporates for each oI
Bourtce Back! collcepts
en€lage tlre whole class in learnirrg ^r-rdr"infnr.ekev
n,- r u l t i p l e - c h o i c e . r c t i v i t i es o r t i n g t r l s k s '
s,
t ' e n i n e r n a i n u n i t s . A c t i v i t i e si n c l u d e e - q n i z z . e s
m o r e . T l l e s e. , t n o l ' n b e c o m p l e t e di n c ' l i v i d u a l l Y r r o
s e q u e n c i n g c t i v r t r e sw c l r d g a m e sa n d
a ,
computers or in pairs and sr-r-rall groLlps'
classroot-t.t
present te.rcl.rer: nirterial or student
The IWB screencan also be useclto display or
po*erituinir@, digital stor:ytellingor book trailers'
prcrductson Bounce Back! thenes, e.g.
anc'lanin-rate.d stories' Specificp:rgesof terts
student-made videcx 9f puppet plrrys,-role-pl'lys
j i r p t o v e d i , r ' ' r e c l e t a i l e ca ' a l v s i s ' I t c a n a l s o b e u s e d
l
or illustratr.nscar L..,-rt"rg.a
"nj ar.rcl display to blackline nlelsters'
to
f<rr.videos of songs or websites 1tn Bounce B.lcftJthemes
stttdertts'
Tbere dre ctpporturtitiesior ctlder students tct tt'ctrku,ith t'ot?tgcr
working directly or ir-idirectly
T h e r e a r e n t a n v a c t i v i t i e st h a t i n v o l v e t l l d e r s t u d e n t s
T h e s e a c t i v i t i e sa r e u s u a l l l ' b a s e c o n
l
w i t l . rs t u c l e ' t si n t h e f i r r t f , r n 1y e a r s o f t l , e i r s c h o o l i r r g .
1
b.ok' For eratnple' older
edLrcational galres, literacy activities or a specificchild"'"''' picture
for pictr-rre storybooks on wellbei'g
students are encourageclt. write and illustia.tetl"Ietext
cl-rildrcn,the older stLlclents gair-r deeper
a
themes. As they pr.por" ro work with the yc)Llnger
co'cepts s. tl.reycan effectively teacl-r arrd work wit6 the voullger
tu'clerstandingoi rvellbc-ing
children. Older students who need a bo.rst i,-tseli-confidenceparticul:rrlv berrefitfron'r
feelrl.rore nowledgeable'
k
o p p o r t u n i t r e st o w o r k w i t h y o r - r n g ec h i l d r e n . T h e y a r e : r b l et o
r:
T h i s h e l p sr h e m t o c l e v e l o p u n f i J . , - , . . i n t h e i r s k i l l s
. r r n d a b i l i t i e sa s r v c l l a s t o l e a r u s k i l l s i r r
relating pOsitivelytO otl-rers. Thev also grtin a seuseclf meatritrgar.rdpurprlse through l-relping
, , , , ' I - , . u n e l s e .T h i s c r o s s - a g e o n t a c t c a n b e b a s e di l r o u n d :
. c
work
:,:L direct classr-oom visits it-,teach to the clasli,run a !+rnre,ru.rkc a craft irctivitY or
with.r l''trd.l)
,q preparation of lessot-ts, rnaterials or pro<luctsfor Vounger studellts to Llse
concepts to yourlger
e, using digital techn<-rlogy develop a pr,rduct to teach welibeing
to
podcirsts,book tr::rilers and Powet'Points@/slide shows
studelts, such as m.ruie,r-raking,
so on'
thirt 1-rayinclude sonud, video, images, ,Jigital storytelling,,arlit.uation:rtrd
There is 4 strc)ngentphitsisott cooperLtit,e leantins in all units.
il/orking cooperatively fieips to create a senseof belorrging in the classroom' (iooPeratil'e
learnrng has been shown to be eifective in er-rgaging students and developing a senseof
, p s v c h r i l o g i c afll o w ' a s w e l l a s s u p e r i o r : r c a d e m i c r i t c o m e sa c r o s sa l l k e y l e a r n i n g : r r e i r s r '
o
S t u c l e n t se a r n m o r e a b o u t
l s o c i a l s k i l l s s u c h a s t a k i n g t L l i l l s ,l t e g o t i a t i r r g r e a c h i n gc o n s e n s t l s
,
a n d d e v e l o p i n gp o s i t i v e r e s p e c f u l r e l a t i o n s h i p sw h e n c o o p e r a t i v c l e a r n i n gi s u s e du ' e l l '](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-15-320.jpg)
![.....:7.i.,i)l
Handboo4 P"u."o
-".egackl ' 5 ',.s
.
gouo"-
C o o p e r a t i v e l e a r n i n g a l s o e n h a n c e s l i t e r : a c y O u t c o m e s a s s diiferentperspccti'cs e n g a g e d l l l
pr'motes t u d e n t s a r e a c t i v e l y
a..p.:, ,r'i.rrt"rairg and
srcial diarogu.thnt ",-,..)Lrrages learntng
acceptable responses.llor th.r. ,anr,rnr,the useof cooperattve
and a rangeof units. Clrapter7: Years
Back! curriculr.rm
is incorporated throughoutall tn" no,,,, ie..rrning
nany cooperati.e
teaching strategies inBouncenn".'et t,""page 84) details
.5_8
Structures'withguidelinesOnlrowttl"dnptth..tomakethemage-approprlate.
edcltBcttntce Back!lessrtrt'
CircleTinte introduces -rin-re classroom
rt
commttnity'posltr relationshi's
br-rilds
Like cooper"i".l.".^i"g, circle tO introdttce ker'
learning"*'t'' circle Time is usedin all units
anclteaches social-emotional gaures
discussions acti'ities ancl
and
conceprs nna f"litit"te whole-clas'u"a "o"tt-groLrp
up with individualor small-gr.up
ro reachthoseconcepts. Eachci..l"lTin-t. is fJllowetl n'av'
in a meirningfuI
'tt'dtnts to applv the coucepts
activities that provideopportunltlt' itt'
ClassroomDiscussiontimecanreplaceCircleTirrreirrtlretrppertrrlits.
Therearemttltipleetttrypoitttsinttlthepr()gr(:t1|1,|:l,tsec]t',nHr.xt,ardGardner.stnrldel
', icle'tifiec1 Horvard Gardner's
i. 'roclel
"{rl'r!"fr,'r'::::;:;i":r';ach <,rtrreerghrinterlige'ces,
i't the progr:'rm' What attracts.ne sfttclcnt's
of multiple intellige'ces, lncorpc,iattd are
the setl.leit't'
and allowsthem to demonstrate what they are good at may not dtl
interest
a n o t h e r s t u d e n t . D i v e r s i t y i r r t e a c l r i r r g a n c l l e a r n i r r g S t rathef ithan r e a t e s a . gfitsa t e r l i k e l i l r o t l c l
r a t e g e s c a'one size r e
let'rrning'
thtrt all students will bec.me.,-t*u*,'in'''d"tttttiin
a l l ' a p p r o a c h . M u l t i p l e . n t , y p o i n t , e r r a b l e s t u c l e n t s , . ' , . ' .the irrultiplec c e s s a r r d t c l c l e r ' e l c l p t r t r
p . . . . ' . e s u ir-rtelligenccs'
r-rnderstanding of their relativertr.ngth' irnd wcakne"t' "ttt"'
Mdn'-<lftbeactit,itiesllroL,itletlppc'ttttttitiestodeueltlpstutlettts'higherorderthinkillg'skll/s.
thinkirrgskilis
Givingstudents chailenging
a r".t ,t-,n, designed fosterhigherorder
is to
d o e s n , t m e a n t h e y w i l l a c t u a l l y u s e s ; u c h s k i l l s . A s t . , d . n t i s m o r e l l kBacklp e r s i s t a t a t a s k t h a t
Bounce. l y t o rncludes
interesting'
is intellectually challenging they find the task intrinsiczrll,v
if
i'cl'cles
of .voung ptnplt todav'This 'evisededitior-r q
manyroprcs;il;;r" '.i.*n, t. t6e w'rld different
stri.Itegies encourage
that str'rde.ntsconsider
to
man,v new higherorder thinkir.lg group
social.jr.rstice life issr'res. cometo a
and and
perspecrives differentvalues i-!nrt",rt
rind un
skillsirr
students develop
to
consensus. Many of the activities open-ended encoLlrage
are and
criticallyanclcreatively' These higherorder
solvingpr'blenrs,makingd..irin,-t,"nl thi'ki'g
thinking skillsarecrr,ciaii,"t copingwith the complerityof life rn the 21st ce.tur"
progrlttrt'
Srtngs nttrsic
dnd are usecl cctrtsolitlate
tct somer.tfthe miln untlerstondings tbe rti
maintainpeople's spiritsclur:ing difficult
Thro'ghor,rthistory,musichils beenusecl l-relp to
'Bot.'rny
Australianconvictssangsongssttchas Ba,v' ririsetheir spilits'
to
tirnes. For example,
frorn the timesof slaver'v' Singirlg
SimilarlS*rro.r'ri"ri'g in North ,America "-nnottd and the lyricsof songscilll convev
t.gether builis ,",-rr.of .nr-,-trrr,-,nitv cooperation and
learning
"
of nup. and strength. Manv of the key social and emotional
important;;;;
messages the in K-4 progrirus havc becn
concepts ancithe key wellbeingand resilience
lncorporated into newly composecl songsthilt are basedon well-kno'l]tunes'
tl-remes' links to age-
and
Eachunit alsorefers well-kno*rt ,un., with wellbeing
to
can be iound on Pearson Places. Theselinks u'ill be
videoclipsof the songs
GE*. , "oo;;;;;ii
--*-../ singingthe sorrgs.creates oPp()l'tr'rnities
continually updated o, tl-r.y.l-ror-,,"-.. Regularly
manl' times' This repetiti.rrnrakes it
for students revisitthe key *elibeing messages
to
a.d
*iil then t,,o,'t'rf., learrring their
this to real-life erperiences
.rore likeli,that students 'sol]g, ancl
are also encour:-rged go tcl htlr.rtir-rg'
problems.ln the years -5-gbook. students ttl
are consisterrt with a particularmessage rel:1tecl
bring tO schoolsongs that they believe
wellbeine and resilience'
16](https://image.slidesharecdn.com/bouncebackch1-120626225946-phpapp02/85/Bounce-back-ch-1-16-320.jpg)
![I itir
Handhciofu P*or"
^..egacE1 - 'r---B
.
i goot'"
'()uttgpc,/r1'"
chilclrertLlttd
Refgrencgs -t,r- t7et'a'ltlpntertttrttl tt,elllteirtl, Auilralia's
.J,,,,,,tthltrtnt of
l. ds-{: l:ealth'
Nlakingll''()g' the '
. l))ilhn,;Nl u,.,,',-,.
i;i,illilrllllfijt'+n:i;i:lJ;;'r:l'.'ilri,::lJ]'i:ll
,1il::,T;'tlil;:;:iJ5i,f-,ii., ttre
I{rsfrfacl.r-s ' tLt r,evc,nclbr'c,
r)ettressi.,.
j :'t)t ' At'crtablt'
l. Atrclrnvs'tt" t'zloo'ii''i'nu'"' -l
avail'rblcttL'r'
l)eprcssionlttl"ttt''ul.;'r-,,,r'.r'tll 2007 lcited 18/l/l0l'
Au't"tl"tn Nt'it'""f ancl l L-e:rrni'rg'
for Acade-nric' Soci:'rl
4. C,.,iLf-".,l:ttt"t
f c l r . k i n d c r g a r t et n r
c
,un"r"..,,r.1..,,,g, : - - . ^ . . . . r , - i . . , , - i r n c l e m 6 t i o n r rlle a r n i n g
:l
n.'ll::.'illilit*:[:il:';i*i]llllil';;".o 1r/ir0 fron.v*'rv.casel'<'>rg/
5. pavt,,.. etar r00rJ,-rhc tronr tt'tr
l.,
Finclings
.ignth gi"dt stuclenrs:
'"::iiil-;11';:..*"
il.;"1.:Il::.1:"THlIffi.m:[l*:lli':::]
crow'r,,acrs/paJi;HR ' , i . s , 1 , , , , r r
( - ) . s . h e . k n . r , s . , e _ t e0.0 l , ' s c l . r o . l . . : : l ' t ; " ' ,
ll /i.l.tte,r'.1..1.t.t..t'oo.1,t_:j, ttr
interverltions" / appt-orrches
o'
:*l'r,:i;r;:'iil;; il':;';;:;' in:-zu
cffcctiveness of cltrrctrt it*' tlf the universal
' i,;'1*i il::";'i'r;: 'ii'"tt LJtri'ersitl l)ress'
"ln;hl]"*'
lJ. Drvt...s, 1.,, i'r'ri,l
ui )'lurrlrlurrr, n;.i
u"'l ,ret.rtittrt' oxfo.cl
'i'lo"'n'
rhfotlgh
Neu' or:k. r ,rnclyouth development
Prevetrttot',
school-basecl pp +oo-+:+'
9. (irecnbcrg, N'I.,rt irl. 20t)-i"F'nharlcing' /r-.r,,:,r,/r,grst' -58.
v.l.
nlic learrling" Antertc't
sot-irrl' etrotiontrl' and ''rc:rde tl lt'-"nittg
l-.,:;:j:]::.]:'i.l']]iii],1,,.,,
rur.L,. i;h:.;:;;;'k. ,.h.,.,1
in
coorclin:rtecl
ztl.,1. ,lttt]Stlcill
Xlcissberg' b:n,]i.,.'
1(). .t
o.o. T/rc Arrir'll'trtl ll:t: At
tltutlupn'rcrlt"
rrr()qrirms ot^t'nt't"'-uiit
"t'
li.;.1,..,,,,1 i9 I' pp' lio-97' n r e t r t ac l i s o r t l e r - s sic h . . l - r r g t '
l . u
(" . . , r . . . - - r - . . , . , ,R rtllLl^-f]f',,.n,..
l'itrnrhrr*tte ) ( ) 01 . ' P r e ' e . r i n g Nlent'rl
u
tl. (,reenberg' ' ij.,t"u"'"icl.t' N
*ttl f.r Ilerrlth Se'r"ices
ot prcvcntiotr
cficctiveness of Htalth 'rn..l
childlcn: a ro'ielv oithe l';t's'"ilt]:'"';,;';S'i;:;;;;";e't
iccs Atilr.tt tstr:rt
tt
(C'NI )' St';';;tt'
FIS Ahr'rse N4elttrlllor'LthScrv
'rrlcl
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Bounce back ch 1
- 1. #hmPt'er w i t l - ri . y s , s : r t i s f i r c t i o t ra r l c lh i g h l i g h t s ' s L i f e i s 2 r ne x c l t l n g a n c j o f t e n u n p r e d i c t i r b l e _ i . r r ' c v the way' ln mccting life's a n c la i r ^ p p , r i " t - . n t r . . , 1 , , , - t g b r _ ra l s o s . ' r e c l i f f i c ' l t i e s ,c h a r l l e n g e s t sellseof u'h. we ilre' g:rin ;r"rr,rr',oic';rirlg sl<illsa'd t1 cl.rarllc.ges, grow stronger ancl wc we nlean the capacitr'trfll t a l k a b t l , - r ltr L r n r a rrrc s i l i e n c e W e l l e c o n r em < r r er e s i l i e n . . , w h . n w e retlrr' to il strlte w i t l - ra r c l v e r s i r v : . , ,h ac lc l s h i p - r . : r ttd e n -r r h p e r s o nt , a c l c l r e s s . h ; i k , ; ; . , a r r d c o ' e of wcllbeing. but ther:e.is trt.t rteeder,l coprrlg,skills to clealwitl-r challenges' Yor-rng PeoPlc htrve ,lllvavs ever-irrcreirsir-rbodv of e v i c l e r - r c e f r o r r l c i i f f c r e ' r r t c i i s c i p l r r r e s t l r a t s r lrrg gi e slto rtv- na t - - t l - r e r v < l r . l t j o f g s l r q e t l c r J t i t l t t sr r t e o l i i g r ' c l l Y ' s) ( ) t l l l gP e . I l t ' ' t c l i f f e r e n tf r t l r n t l r a t o t t r l r c r , i , l t - t s "*"*,11;IJii" rrrrge clifficult m,rr- ,1gre:lter tocl.yarenr.re likcryro erlcolrntcr .f and generations'The negative .,...,rorrr,,,.es, co.npler events.ancl tl,-,,.' ,l,rrun nrevious 111a1 firn-rilies' b r : e a l < - t r p , e a t e ri n c i d e n c eo f b l e n d e d gr c h a l l e r - r g en c l r - r c l e : g h e f l e v e l s , r f f a n i i l y is hi irtrd e:rste r tlgl',.,. l"u"ls ,,rfedr-rc,rti.', iriu"' relateclto cybersafetl" ;r;;r;,r: ;,, .o'.,.rpi"r. accessto cll:Llgs. than previous generattollsto cope :1, At the siulle timer )'oullg people rnav be less eeltrippcc'l p r ' : v i < l r ' r se t ] e r a t i o l ] s f c l i i l d r e n $ ' h o l i v e d g o r v e l l w i t h t h e s ec h a l l e n g c sT h e p a r e l l t so i . and worlcl wars taught thenl skills rrncl thr.or-rgh difficult times such as ecotrotric "tt'"it"]' r'esilient'irnd their fanlilies rvere irffittrcles thirt helpcclthen trl ber:onle[rdctrlerldentatlc] Llter-generetiolralsttrdie stlggest s usualli, part of close-k'it and supportiue tt".'."''.""-'ities' t h e i r c h i l c l r e na u d t t r e l e s sl i k e l l ' r t r t l t a r t o c l a v ' s[ ] a r e n r sa r e r r o r e l i k e l y t o o v e r - p r o t e c t r e c e i v ec o n t m t t n i t Ys t l P P O r t ' irttclyoung people t<ld'r,v are r-norelikely til becotrlealllotlS ;)) ltr responseto stress,.t-,it.1..n alcohrll' ar-rcj/or clepressecl a'c1 turn to ma[ac'laptiu.] ,tr^t.gi., ,,,.h a-soverusing clrugsand thinking' For ex:'rmple't:.rtistrcs r-rnd behavir-rg anti-soci:il or risky w:tvs, ancl to suicidal l11 a r r d w e l i a r e s h o w t h a t i r e t w e e n1 9 9 6 r . e l e a s eb y t h e A u s t r a l i a n l u s t i t u r e , r t H e ; r l t h cl i 1f e s u l t t l f i n t e n t i o n a l s e l f - h a r r ni t l c r e r r s c c l a r - r c l 0 0 6 , h o s p i t i l l i s a t i o no f y o u n g p e o p l e 1 1 s 2 a g e d l ' 5 - 1 9 ' - e a r sh i r v et l - r e i g t - r e s t h b i , r l 3 , / , , ( a n d c O n t i n u e s o i n c r e a s . l" n j t e c n a g e r s t group-lsr' hos;-ritalisation riltes for acr-rte int<lrication frrxl alcohol anlong all age , ,t)) StudiessLlg€lest th:lt an increirsingnurnber of vtlut-tg people suffer frtlm anrietl" clept'e'sitttl rnirkesit cvetl l'rlo'e difficult rr'cl clis'rclersrelatecltr sulrstanceirbuser.R.ing.l.p'-"ssed , " r e g a t i ulef e e v e n t s .D e p r e s s i o r i.trs e l f c a n i f o r s o m e v o u t l g p e o p l et o c o p e w i r h n o r m a l l " ) u i alsOLrecome <)nsof it.'l.t-r".ainips rl-ratir young person has t0 fece. c'ir-rsc i.r, Thc worlcl Health orgirniz:rtion i-,redicts that depressionwill be the world's lerrdirrg m o s t i l - n p o r t a l r d e t e r n l i l l ; 1 1o t1 t 1 ()f disability by 2020 and is also erpectecl o be th" "tt'nd t 2020'' t l r e b L r r d e n f h r ' r n - r ac l i s e a s i l l t h e w o r l d b v o n e
- 2. 'Ia*clbr;op ?eeri sacrnr s---g f:o*,"ce manr of the sigrrihcrrrr researchhas identified The good news is that That's the bacl news' v"l.l:: skills protective circr-rrnstnn"ltnnt cc,pir.rg and liie l:lp T:ttttt# [!l1;:Ji:ll ;:.i;::ffi jil,'-l;'r";ff --iti';*ril;i.'**ltr:: i1s .rrtd stthstlttteeilhu5e. ,i***'i:,T:F '' lc(tl.rrr.rrS ','-- liie issttes.It catt a t t s t )l l r l t L r r ( t ! . jus,v;1cci'I1i*io"s -r..,-..,,.r",,r ii;*1ft1ff',';,"-1.1*..$;"i;;*;[.1ffii,'J[J'iJ'l];i.',,ies, ::;;;;;*,;'T:o t t ;,copre '|hc uou,'* ,,c'(,Llirc T*:';tn*fj,TT:::.*,:iii''.'.i.,t'i';il1,' S o c i a la n d e m to: [.,-tutulectge, irttitudes alrd skiils ., .^^ their:enlotlons ,,- ,aaugnite and nranage goals s t r te n d a c h i e v ep o s i t i v e " t:t-::ltnttt ,, cletrot.tstrate crrring tncl iuncttn positive reiationshi ps establisl-r t1 n-'ni'tittin ^" rrncltiurcs resilientlv .' lt-ltlrlrlge iifitutt 'ituirtions tf tlt'titirtttt. lrlJk( l'cl)()lttiltt : il,'ons nr.st are trre ,s Bo,,,,ce,Back! stlg'gcststtli'It *:*;*:::::ill,ijl;Illll'r',lliil,li]1'.;.'., Ytlting people'' Reseirrch tt"til."".ll-"gecl rrrrr] essiLrl i,-,,.--rr,",-,,i,rt'tr'.u."tf[t]''titl sr-rce r'errrr'irurrrl 'vitrror-rt *it1-, a,.r.1 sch..l serti'gs ";;';;r..ri,,.t.n,, rrre' cr'r bc eIfective in cttrotiotrrtlPrt-rtrlenls' What is the Bounce Back! Program? leirrrri.g progfrlrr' Bourtce s.ciill irncle.r-ti.rral Bctttnce BAC.! tsr,r pre'cntrrti'e,vh.re-sc...r to pi()l1r()te f]()sltl'c r''rd tcirchersi'r.t'eir efforts [J.rckrhas bee. c1er,e l.pecl t. s*pp()rt ,.1-r,r,rl, g11r[''ler'er. r. irct in prrrtic.li*, rn in rlrcir rr,;:i.,-';-,.,,.'.i, rrrerrrrl 'calrrr ona'rnr.lit-,"ing ii-re prograrn precl.'rirrr'rtlr.. tttct'tses ivith.-crralre.*.r .u.r ".tu.rritr,. social irnd etrlrlti.uirl r.csilie.tl' *,he n facc.cr 'tt't.t''tt' it-tt'i pu'i'lue .,-' clrrssr.r'., r,r,,r.gi"r ;tntl rlctivitit'"il".,ttft Baca! alsoi'cttses '11's o' t() o,'tii. ,titt s" Bortnce ,"i*r.,, rr.'.i.'r.rir,,..r rh:rr sLills nt"r, tlrlrt it.'ttcr. ertcl tc.lrclrcr-stttclelrt relatitlnslritrrs lelrrtrirrg t-ttr,irtlttttietrts tler,cl<11-., tl.pes tlf tl.re .'i!:::i ttr "'";:ll:;.:"i;;li,'llli,r're.1 rcseercrr lll ::::.',:#i:',1.'il:l]l;1!ut.-' rrre r'v Thc er iclenc'- (SEl-) P'rost"rn'tt'' ,:tttd/or'.tt"'ti"t"t"tt"lttt I-.lt^:ttg e ifcctiVc pre.e1rilonPr()srrtrns [eet'res i*creases he efiectiverress.t t p 1 . L _ s ( r r 1 c rc' i i ' I 1 . * , i r - r g t' ' s t r . r r g r r , s , g g c s r s' a t t h e t health rr'd r'r'elll-rei.g stutle'ts' irl prngr.n-,, clcsignccl ,,, t,,rr.lr'p,,''iri"'n'ttnt"l the p r o g r i l r - nr s l r o t ] r ' r s t r r r i 'fc'elrrrou -l p r i , g r . r r , ,T h i s n r e a r r s h r r t . t t . t t , t r o g r t r , , ; ' ; ; . , ' , ; ; ; ; :lr - s c l ; t , o l c cl:lssrootl1 ttrcl r f l r l c l g c n el a l l i f e o f t h e ' a c l c l - . n ' . b r - r ti s c n r l ' r e c l t l c itr l t l ' ' t { - t ' i ' i t u l t t t n l "' When ri f ' r T l i i i e st l l r d t h e c o u l t n t t t l i t r ' * t6c sc6..1,.. irrrl in'.lyc,' o,.,rr'-,.':Ji1t"t'i'rt i'it rrrt'lirrkcd t() othcr" p f ( ) s f 1 1 . 1, " , - , - , i . . i . i " a , , thc skrlls..,r,r:;nr, r'lcl trtlclet:stirncli.gs c < l t l t e x r s 'J l r t u " r i . ] t " . i t - - l t r s s r , o t .tu' - t t ; - ' l a v g r . t t u c l r l curriculut' i t l e i t s i - r r 1 . t1 p l i e t l , , r . , Lp p ' " t t i t " s ' i t r t c - r t l c t i t l t r'st r t l l rr*ti c0llcelll:s t t l ' t ' ' u 1 - ' p t ' ' t " t l l ' r vt c r l c l - r i n g . u 'et h i 'rrlLres, liilll s ""' t"' act itl rrcct'rt-tlrrric ttpt'it:nttt.' n'ttl teilchel'5 t , r l r c r s c l - i . . 1a c t i t ' i t i c s ^ , t . 1 "' t"atttitts' tt'ittt'rca'ctt'rrti'l Ac'rtl':'ric rc,ribc,,'s i,trcstntt'tt ;l]:;,:11:,;,;..];:J:i;ll],11i.,,,, ,t,t(t <lr ti.t.ttl erterttltl ccltrstilt.rtlts (l..-,tl-,,.l. lilielr vhen ,.".1'.,, itrtprtlv..-t-netrt nr<lre is *r*r .l.ll,.':' t" 'r*s.rc1c'ts 'lr'lrt th'lrs'l a'lrcr i"s'l ij::;:lli];',ll;];l',:".:;i:r::,i::::ii',:t l r t l i i f i c r . r l t i e s ' 1 1,.] . ,;rt l r e. l l l r r t . i c l c r - r t i f i e te s risk. l.ttrtrrctrttll l t l f e 1 1 1 ( ) rlek c l r t < ' 1 - r r o c l t l t t i " l t r l t i - r ' L - r 1P f t ) g r i 1 t l l s r '' rr rr' L s I t t t t Q - t e r t t t, t t t J t t t t t ' t l t i - ' ' t " ' l r " Iltt' ltr,rgr.llll t;tttiallv t'licn tr*rght icross irlrcs ,,.trr"l'';"ii:' t , ' c l r . r r i r g .' c r c f i r s , r ' . 1 a r . ' n - t , , r . Lt r1-it'-s 1t:: tttttlti'str'!tttt;l"t''n''"t:; l:l*'l:,::,:l:ll':lTliJ::iiJ,:i:ll'::l:: 1l:t 7tr''tvr''trtrli v c 'rret rrrthelthrrll rr stt-tgt 'ti eor'rt'cliti;tttcl irliircclicrlts" 2
- 3. Chapter 1 irilt rlr'lr.tclion foc,s rn both ler'rr'irg1''a'd c-m.ti.nirl fivediiferent aspects socialarrcl of l' containat reast g anti-social twi otr bel.r r ;:.'(-1 or prorloti ng pu'it'uJ ili';;;;;; "du(-:in earlYitt tl:eir schcxil;rg'Most revrews to sttrde'rits u.,, :.:ffi i;r *;j:l i,lll** il;: :J;Ji'.Ii:, i ,r,,irrintt-r'tleln,ererl p,.*1 .. ,,ir The ltrogrdrr, i". ilore likelv to be ru: ::iil:::' I'1il: ttLt"'1.-,-,.,.. ,"f fr'irt rf-,.enclof prim.]r.rv 'tari'l'ed cogniti'l'e s/<r//s ir"n'l ,.*:';;ffi1;:';l;;T:.":,'Ji,;l,,Poi)il'il1''p.,'i'i""of " belorv' elaborated ''' T;i;';"ttt' it fur:tl.rer ltehrtt'iom'tl rcBT)ttpltrrtacltes) Bounce Back! The core features of t'""':':::t:;"rr';',:"'i"l':d:':l;":':"'!;:':'; contains tlteet'i'lertce-irtfrtnrre'| oll Back! 1. Bounce studetl oi eiiectitteness irnltrot'ittg irt leatling trthiglterle::t'els prosrail rrndn.t lust ar1 ti::' BounceB"kl;';lt'i;-,;'"'" '"'l; ;t;;;ltoltl"l*""1 nrs.'e'rr 'n'': .ac1c1.c,n, ,,o,'"*"i.i,r,"i,1aii,1ii[J:f;ffi,j:,,fl::l: i:,?*o' str'rclerrts' of schooling and the Program rsc : ,ru.lt'.'t',not iustselected ,.,;ri ,.::,; universal tsdck!is:r Bounce o,.,*Jlli';,r'ilt tn consolid:rted ."n be further concepts HOwever, andskillsf..r;;i];';;;i,'*,'o* ';{';;i:i,iilill;,?r*r'ill'iJl'.n.', who the hzrs closest relationship rr rvith ,,,.r that is usually pri"-'n."rcltools. tl-re terrc6er' clrtssroonr r" par:ticular.i"r, r*d.'rrr. nr I n s e c o n d a r y s c h o o l s , t l - ' . u . " l t l - ' . , , . . E " * rl)evel'pn-renta n c ] e l i v ecare'eN4anva n r ' i l s c e l l ' ' r . . . . 1 1 - ' . ' ' c Pastoralr . t l r p r o g r or reachers who h:rverespo'sibilit, ;;r,'i;;?;(;;]al areirs' sr'ibiect Fot' ,.".',.r, in otl-rer aspecrs of t'e programcan olr,, lr.'p,.i;';;^;,r' can be integratecl with rrspects the ,i.ior.rrage' (see unit classroomResources) ex:.rmple, Studies' Uauctrtiot.r of Englisl.r, History' Health' ntf igrtl;t "11':nt'nl thal.t uore five diftererrt ,,jr,; BounceBackl usesa multi-strar.li. nppr.rncl.r'-c.t'tt:'tirls the pr'r.'otio. .t il".t.i;*. and focu-ses o. b.th aspecrs r..i"i ^lrd .,-r-rotior-,al ()r belrlrviotrr. reducticll-t illiti.stlcial of ptlsitive bJ:.,;;"l',l. ancl tlre fr:or.'cogr.ritivc clrawr-r beha'iour ,:,: Tl-recontent of Bourtce Bdcklir;;;.1,'-"-'r.rtl1' trr skills cc'rncepts ti., SilfJ"tlllossible, s'cialaucl the en.rotr.tli'51:::]:'1ge' ancl ',,,:i::i,::;h:;';"':;::;i;ll;:.*;i::;::::'w"rcd p'l,i"ciptes ps,ct':cilogicat z on the core psvchol'gical prir-rciples The conte*t oi ttreprogra'.r o",tti"t*nittt"t-"ry ,, supp"t for the eifica.' (CIBT). Ti-,.tt is more resea'cl-' fr.fr."i."l"l t1r"r"py of cogr-ritive tYpeoi tl-rerapl" ,!r feelir-rgs beh.auioul and th:rnthereis ior trnyother that o of cBT in changing on the unclersta.dit.rg o u'ir'1 cBT, which *"r';':*;;;ilo-d'u'l'''p"d ;;;;':;; 111"'ed vt)u behave' Theref,r'e' g *i'titr.t in tttrn influe.ces1.e1ry 6 h'w vou ,r-,i"r. "iiilr;il;;;;;i=r' un,-,carrhelp vourselfto change vciur c bv adoptrng -"r. o.ruiu. lnd r-n,ionoi'rninki,-rg of the basic d and more ,"on;rri.",.iapplicationrltt{intt'-tents E beh:rviour. Two specific m < l c l e l c l f C t s . t h a v e p a r t t c u l a r l y i r r f l t r c r r c e d t h c . ttJt,**'j.:^tjarned{)ptilxismrr' e s e ' r r e A l b e r t o''i"'-'t<liBottnceBack!.Tlr rl1"'npytt and Martin Ellis,s RationalEmotiveBel-ravior-rr program evidenced its is 5'v the psyc6ologic.rl 'i;;';i theBonnce.Back! Recognitio'for Psvchol'gv in Cn'.t.tn.tttnit-v Ai;"; in 2003 fo' Ercellentt beingaward.a ,ir.-nrfri' Wir]kler Stxretv' Psychological (Appliedn"r"n"h) bv the Austr:alian Psycholog)'lttotlel' ,rltoits the Positiue 3. The oueral!dpproLtch Bourtce.no"it itt iocttsof psvchological and shiftedthe prin-rary Positive I'sychology a modcl 'h;;;' is trndt'wards problemsand treatment educational intervention away fr'o'r it"u' .n cleficits' emotions' the " and positive This includes: sr.rpport engagement for a focuson prevenrion. building .f ar-rd J;t#;,,- i;i?;,;h" identitrcatior.r develop'.rent a sense meani'rg of of of socialand emotionalskills that individual strengths, and the ,n,."-""u-tlt*ittiti"p"1t"' Positivel)s'clrclltlgr., ,.,,t"n.. a,-'d .,u.,,-'11 rvellbeing. cclntribute po,i,iu. relationshi.p,, ,o supported bv researcl-rr'' new nodei, i, ni- rifnihcantlv 3 ,rlthough relatively a
- 4. 5'-.8 4.BowrceBack!usesteachittgdp|lrtlacllestl.ltttdreet,idenca-infornledLl|ldlo| 'lr1'Jf,l,'.i!ii,;:ffit th ertr eti callY srtntd' t strategies teachitig "' :ll:l^':l*,:1ll T l r e r n c l s t t r e q t t e n t t y L 1r.rseclt t t . t ' , l . ' . . . o S€LtLCctLr "A1li::i":l':::.Hil*li' ',, [il:;;H[li::J ::'Ji,il:.ij.*"iI t'::,1' :j ::ii:il:1" T:',:.' ;iffi ', ''. t.nrni,',g, whichthere extensi'ie is for i'lil :,T - :"id","t: :^t]l'll'l ]i .|, , ,'1.,'" :ru,lf ::'iil. ;ll' it^" air.ursicr,rs,r,.,. ;l:ti ffiluiili:*,:t 1'' l;:,ui ::J,1ili il]l,,' hig,h-qualttv llterature e'14l'rLtr'L ' discussicrrrs n wellbeingit'pit' 1: :J L''/rr" ",' sttch as relationshipt:,lll::::::l rrirge itncl resiiie'ce. " i'',' o ,:,',, i,ttcsr,,ttc(t !1";;-'::"*),,ii,,'i',,ii)''ir.iit,e .''t,'.':,.'l'::',l,ii!'i,"^',,1J'ii,l,:, ,,",i.ttt,rt ttretts. rVrathe..rirtics, Lcltrcrrtr.rt .s.J.,'... t,r-',,il:,]:'^r -i.'.,,..1, Religi.us .,.,,.,*i;;i[::li;fi:: social e',orion:rr ancl rea'ring ac'rdet'it rn'irh i..,.,.I le,rt'nil-rcrn ith aclldelric ;::iiTlVffii:ilij*,.lx,lii*I;,,,.'i,,.*,.,.,',.'*t l e s s " ' :tllu LrrL pfogflllll efiective incretlse a(rn,an, has been sh'wtl t. The background of the Program t ' c s c t t r c l1 ' r I o i c c t t l J a c k ! L ) r ( ) g f L 1w1 ' sl. t r i a l l c . li n i r i t ' i n t l a, A r r a b b r e v r : r t e c le r s r o no f t h eB o t u t c e v irl Victori:r i1ncltlle berween the Dr.Lrg Eclr-rcittion sectio' ,rt ,f-t. mptl"ttnent .i Ecluc:rticlrt F : r c L r l t y o f L , d r . r c i r t r o l . r i l t D e e r k i r . r U n i v c r s i t y r . . l , i g t . . t e lT h l rs ets wle t e ir stv c lllg , eicll ic l itlr' ie rls i n g t h e rc er el che tr aL r ht l n a l e t,"'t' l4 weeks' e p r o g r r l n l i n t h e i r Y e a r - 5o r Y e a r 6 . 1 r , r r r , , . , n sectilirratrcl fr.tlr cliffe'ent s.ci.-ectltrclnlic areasi sch.ol col1]l.'l'tte, tl*t i,-r.l.t.ledsch..ls irnd sutrltrban schoclls' prlrrr. r.f-rtols; irnd rurerl,inuer-citt' w:ls rtser,friencllr ,t.r"r,t-r. Bounce Back! progr'.1lrl All tlre reachersrn t6e st'cly reportecl seren f the eigllt o . f t + * 1 . . 1 . , o f t e a c t r i n gt h e p r o g r a m ' a n d e a s _tv i m p l e n - r e r -Att. t 6 e e ' d o r r'ttltlerpintlrc proerrrut' that reachersrepgrted gre:1ter colfidence irr teachirrgthe coping.skills c<ttttrsel o,''J g"tott' tn'"tfitltnce in their abilitv to They also reporteclmarkecl imptovet'nett$ bettc'r They perceivecl thai rheir use of the progrilln iacilitated ancl support their sruder.rts. ft.ip.a ir-r the stndent'' t't.tttt.t"gtt'eut pers.nal of c.mmunication with their: st'cle'ir, ,thi.h progratll irllprovecl r e p o r t e c lt l - r a t e a c h i n gt h e issues:rs ell as schoolwork issues. ll t"atl-'t" w A tit]les' r t t l c lt h e i l c i l p : ] c i t Y 0 c o p e n ' i t h . c l i f f i c t r l t t h e i r o w n p e r s o n a la n c [p r o f e s s i c l n arle s i l i e n c e rlllle to leartl' irr the eight classes r'vere The researchalso demonstratedthrlt the stttcletlts ratc :'tftcr rvitl'r:lr-r average 80(lir stlccess rurrderstand and recall tlre BouNCll-. flACIil ilcrollvnl pr<lgiranr, sfttdents, sht'rt'editn illcl'c'le irr |.esilicrlt l4 weeks of the progr:rnr.At the er.rd the oi l-rypotheticrrl optimistic arrclhelpftrl ,t-lint ing, rvhcr-r askecl solveproblems ir-r to thinking, especit-rllv cclpingskills in stncletlts reported tlsillg tl-re difficr,rlt situations.ln fclcusgroup irrtervie*r, ,',,r-,,-,v S.me stuclents menti.tred t6ey htrcltarugl-rt tl-reir: own lives,i.clLrJing.liifi.ult fil'rily ,itu..,ti,r,'t.. oI tlrelnbersoi their iarnill" During the l4 "veeks sgnre 9f theBottttceBdck! copitrgskills t9 sottlestuLlelrts spolrttllleollsly trsing the BouN(lL' tlA(llil the program, teachers trlsoobservecl arrc{in s,ipp,rrtir-tg their classrnates rrtrcl friellcls' st:lter.nenrs real-life stressfr-rl i' sltr-rations TheprclgratnwaSfrrrtherdevel<lpedinc<lnsrrltationrvitl-rsevertrlofthetrialsclrclcllslrs pri'rary sc6o.ls. The'terrcl-rers and stttcleuts these sc6tt''rlt i' well .s a range ,,t ^.i.1iai,,,,.r"1 of Bounce B a c k l c r ' r r r i c u l t r nar t i V i t i c ' s ' 'c p r c r v i c l e cm p o r t a n t f e e d b : r c k r l t b c i m p l e m e n t a t i o r r ii o KidsMatter iN prinrary Hearth N,rental schoors whichis sr-r;rpolted rnitiative, KidsMtrtter an Ansrrarian is Departrnent of Health ancl Ageing' i-tevotrcil'rlue: ir partnership betrn,een corlrno,''*e,.lth tl-re PrinciPalsAtrstrirlirr The Nati'rral Depr:essi6n lnitiative, Thc AtrstraliirrlPsvchologicalSociet,v, of im;rrovc the rnerrtallrealth and rvellbeirrg 1-rrimarV ir^c[ Australian l{otary I lealth. lt rrrmsto :lmong students and irchievellfeater Supp()rt school students,,.'du." mental tre:rlthproblen-rs wet'c pr.r'icle'-l for srudenrs.rp.ri.;:;; rnental healtir pr.bler's. 6 2007 and 2008. g'ants BounceBackl was selected 64% .f thc scho'ls bv tcr 100 'rimarv sch.ols ior tliis ptlrpose. emotion:rl lerrrnirrg progr:lm' TlTefinclingsof thc thar chose tO implenterrta specilicsocial ancl initiative irrdicatecl u'ere sigttihcrrtlt th:rt tl-rere evaluation of the effectiu.,r"s, of the KidsMatter parenfs/caregivers and sttrderlts.r'er th"'tr()-'eilt' :rnclp'sitive charrges schools,tc:lchers, ir-r
- 5. Chapter 1' I nt loill t:t.ittt.t in srudenrs i*rprt'rver.eurs significarrr tr.irrr. particula! rn werestatisticirlry prircticallv there arcr and crifficulties incretrsecl'nent'rl t'riottt., i;;;r;-', of botr*Jil;;r,;;tnt menralr.,""iri r.ne,.rsnred wbo u'ere for students apParerlt herrlthstrengths. impactoi KiclslVlatt"'-*t'especiiillvf'c sttrrt'i the triit'{' Tl-re Jigt.utttt' at rarecl having ils L,igh.;'i;;;i, ni n'r.n,olL.o*h Internationalexamples iucluding irr , 1 itl nlrluv schtltlls otttst Ar-rstralia, icle hasalso [-'een impler-l-rer.rtec] Bor'tnceBack! in BounceBack! .i,r-'. inrplerrenratio'of ,,u^'i,,..,i.,; Sor_rthAfrica and scotrand. two-,v"n, A fnuntl sir-'ilarbenefits f'r both stttcleuts pertlr-Ki'r.ss,,,r,-,-,',n'i.,,,lnn,l prir-raryschooisin the Back! trial reseirrch stuclv concluctcd to thoseobtainecl i't'e origir itornnrn ^,rr,t activitres and teachers Bounce t''.it'i't.1,:11: Bacl<l r:eported th:rt thev ;;ti ;ll; in Victori.rs.Studer.rts trnclopportunities f.r:rctive lrudcooperrtiVt' and particurlarlvliL..j ,t-t.iu".i.,y rrct1vities tlf learnir.rg the Prclgrrrm' irl from Bounce Back!? What outcomes can you expect T h e r e s c a r c l r o n w l - r i c l r t h e p r : o g r i r n . r i s b a s e c l . t l r e K i c ] s M l . r f t e r r e cto behachieved for l r o u t c r l t r r e s likclv l 1 [ c l r l l d l e s c i r c that tl-refollon'rng oLrtcomts-are iclentifiedl',v C,eSl.li''" i'-ttlit"it BackJ acloss the irnplellre'ntiltiorr Bounce oi rxilrly stLlclents after consistellt irrlclefferctii'c skills pro-social en,orional trlc-1, be'aviour ::ti:]J.:lJ].ll;i'l]l,"renrs's<,ci,rrand cspecially for those who cor-rldlle rlll stttdetrtsbut 1.,) lmprovements in r'e'tal he:'rlthfor a r r dd e p r e s s r o t r ) i n e m o t i t l u r r lc l i s t r e s si ' e ' i l r r r i e t V ( c o n s i d e r e d ' : r tr i s k ' ; a r e d l t c t i o t l i:i,illltorepositrve.stlpportiveo'.tdp"u-'otirllschtlolculturethatcontributestothereclttctiolt of school bullYing leu.l, rrf ,f.td.nt'' c'ntrectedtresst. sclr.ol ;iJ.' of students offerirlepcersLlppol't fr:ierlcls clirsstrates to irncl *r?"t.t ftt.fit.l.r,,a olltcolres learnirlg acrrclentic improvements students' tn irij,.,' levels teachet: of resilience welll'rcin;; irnd more effective teacher supportlru'l ctluuselling stttdents' for The Bounce Back! curriculum Tlrere rrre three levels in this progral.tl: , i ---.:.-- -.-1.,,.-l -.... irl tl-refirst t6ree vetrrsof pri''rarv scl-roo1r"rg' 1. years K-2, lvhich is suitalle ior sttlclellts i.e, sturdet-rts agecl:rppl:tlrirnatcly five to scven Years' vears of trrritlrrrrv for stucleutsin the thircl rrntl fottrth ,l( 2, Years 3 EC4, whicll is suital-rle o eight tcl ten vears' s c h t l o l i n g 't . e . s t u d e n t sa g e d a p p r o x i r n r r t e l y o si-'tthvears of prin'ra'v sc6o,ling € 3. years 5-8, whic6 is s,.,itaLlle foi.tn.l.t-tt, i,-trt-t.'tfrn t'rnc'l € junior sr:conchry, stuclerrts i.e rlgecl ilpproxirntrtelY.lI to 14 -vears' E ar-rcltl-re two r;;;;i first d -fhere On one sicleof errchbtl<lk rrre tltee lJor.ntce Bacl<lbooks. as well rs online "'t""tt'' Fi ,rtld resettrch tl-rattrrrderpins Bounce r:atiotrtrle is the Handbook, wl-richoutlines tl.rethcor,v. its delivcrr''On the str:ltegies rlnd resourcesftlr Back! andclescribes detail the kev teachirlg in to the level' rvhich contains rrll classroonl activities pertainir-rg flipsicleis classroom Resources, Thebooksarealsosupportedl-ry'onlirreres()ufcesthatinclr-rcle: ; r t h e ' F . l a s t i e i t t r 'n i t Y .o) blackline lnasters for stuclentrrctivities a r - r c i e l l b e i n gm e s s a g e s w o i n f o r r n a t i o n f o r f a r n i l i e so n t h e | e s i l i e r l c e roi' tools for tre:lsuring student lvellheing and resilie'nce referreclttl .i.i c'letailed lists of all the books, songs' filtns ancl videos iii intertrctivegames and rrctivtttes t, c l i g i t a lt e a c h e rt o o l s ' T h e s e a r e a v a i l a b l eo n P e t l r s o nP l a c e s ' @. b;
- 6. gaclrl Handboo4 y""*"]]u gorfrce units The classroom vearle'els r- .-.rr-- -nnronrrare EachClassroomResourcesboclkctltlt:rinsnineutritsofworkattlreapproprltlte,Vear Theseirre: ^nd .urriaolumoutcomes' l C ,r r ev a l u e t 2. PeoPle bouncing back 3. C,ourage side i. t,ooking0n the bright -5. Emottons 6. RelationshiPs 7. Humour hot' k r d ar i rr cHANI' rir rr hct' at' I & 4 rh e a rs -1,b..k. ye K : 3 . *l : l l+-^R r o'li'e pearsonof isrrosr. places'.r.ris c:rrr ror-urd on concept elastici*' *.iJ.'ffLt.f,.l,,.ilil be to t'e scientific , xlff,,Lx h.rnon;;r,lt;;tt @.', a Mathso,-,d s.'.n..';;;h",link, Unit 1: Corevalues (Aesop) how small' is ever wasted' No act of kindness'no matter Watchyourthoughts,fortheybecomewords.Watchyourwords,fortheybecomeactions. W a t c h y o u r a c t i o n s , f o r t h e y b e c o r n e t r a o l t s . W a(Aristotle)a b i t s , f o r t h e y b e c o m e c h a r a c t e r . tchyourh your destiny' Watch your character'for it becornes 'core .',fr"u"ilf:-.:::l:ll.ii:lJill[il-:,:'.",:';:,T"5':,:ili::ti';'1il'i""u i1 rrre vaiues' o' teacrri.g ini'ii1i",,io^s activities '.it rocus a'd intrris i[;:u:lT']:il,J;#i',:,?.1i t h a t r e f l e c tt h e l ' o l l o w i n g v a l u e s : ways s t u d e n t sh o w t o b t h o u t i n rOr Hclnesty o Fair:r.ress (including s<lcialir-rstice) ,ir) I{esponsibilitv comp:rssttltr) i s r S u p p o r t ( b e i n gk i n c l ,s h o w i n g c a r e a l l c l C.ooperation sitle i9.1' a.d hnding the pttsiti'e (accepttn respecting,living with Lg, ior Acceptanceof differences a.d behtr'iour (i, i:$::::il:il: ,'',:L',li'dieelings others; of selr-respect'cvbersare e'g' irr i'cludi.gc,thers ,{r}i[T:il::'ffJt;:i:i,on frie'dlva,rd (being srcialrl,responsible, g a m e sl,c t i v i t i e ta n d c o t l v e r s r t i o n s ) ' pervasive beliefs errdurit]g :rncl that eachpelsonl"rolds Valr,res the relatively are stable', or iropoftantin life. They are the pri.ciples ,-,-,,-,rt :rb'ur whar ,, .,gl;j;; *r"ng "nd 'l'oral ma;r'' which u'e .hoi..r' c)r-rrvaluesfoin-'ou' standards that guideour behavi'ur ancl Thel' value-b:rsed decision facea moral dilemnra' or consult .u.ry r,-. *e haveto make:r clthersand h<lwrve ottrselves individuals'holv we see as also fclrmthe basisof how we seer interpret world in general'. the 'enr with a focus.n pro-s.citrl schooland classroolll envlrolll A caringand supportive in irnti-s.ciirlu'at'vsrs' 1.,r,tii"iy'r"rr",r"ra*ts will behave valuesand behavi'u., ,,.,nk",it L < t v a t a n d l b o m e y r t ' , w h < l r e v i e w e c i t l - r e A u s t r a l i a t r G < l teachingn t ' ssigrrilicantlvi c e s S C h o o l s v e r u t n eancl G o o d P r a c t cluality project,.o,-,.tud.i that teachingunl,-,", at the heart of is influencesrf-'tatuttupmentofpositiverelationshiprsinschools' P r o - s o c i a l v a l u e s e n r p h a s i s e t h e i r r r p o r t a , - , . . . o f h a r n routy , i . e . g e t t i n g * ?tr-t. ' ' . o n socialproblerls 1 : :rncl sorting collabrtratrng, treatingother peopler"i'ty "na kindly' The c.re pro-social virlues honestr" of a mannerthat n1aintai's frienclliness peace. ancl 'care'or:'co'rpassion'), ct'roperatrorf ilcceptrt'rcc fairness. ."rnr,*tiriiiir, ,uono., (alsocallecl 6
- 7. g&&,rtni{r;).,.,':. Chapter 1 { n t . ro c l u c t l o n v a l u e st h a t a r r e i n k e d t o t h e l a n c l f r i e n d l i n e s s / i n c l r ' r s i o ne L l n i v e r s i l l ar of clifferences, specl re all these rrllues' and resilience'E'n-rpathy other:sunderpirrs ior dei,,elopment ,t.llb"ing uf the likelihoocj *itl"' tl-'estpro-social valLles'it irrcreases When stuclentsL).huu. consistentlv by otl-rers. These values also l-relpyoung rhar sruclents will be more acceptedancl supported their firnriiv, p...t arrclteachers' Itl ir large-scalesttrdv of 9000 people ro lre connected to nlost prevalent Llr()tt.ctiYe in core values w:rs iclentifieci otre of three as vorlng peopleuu, ttelref a Australia toc1a.v. I3elongingancl feelirrgsupported are criticrrl factors for young O.uOi. in stuclentsto cope r'vher-r t[ev erperience difficulties' frustratlotrs protecrive pr,r..rr., ,,.,helping valttescan iltcreaset)ne'ssenseof being a clecerlt' ,rr-rcl hard times. Actrng oll strol-lgprtl-soct:rl f.r;leers rvho ancl irt the sirme rime pr.vide solrle stlpport sr-rccessful *nrth#hile perscrn, ond n-rightneed it. p o i n t f o r h e l p i n g s t u d e n t st o d e v e l o p T h e t e a c h i n go t p r o - s o c i a lv a l t t e si s ;a s t a r t i n g s t o n e st o r 1 T h e v a l u e so f c o r n p a s s i o n n c l r c s p e c tb e c o t n es t e p p i n g a 'ro-social behavi'ur. i s a r r e s s e t - r t i a l p e c t' f t r e r r i r r g s which, in turn, iirp.rni,,r towirrds resp''ding with ernp:rthy ttggressively tlr etlg:rgtngtn others with r-rnderst,rnding and kindnerlsr:atherthzrn beherving aclopt the value of cooperatiorl, they are lllore operr to builying behaviour. when str.rdents teamwork ar-rd ffective e l e a r n i n ga n c l p r a c t i s i n gt h e s o c i a l a n d , : u t o t i o n a ls k i l l s t h a t e n a b l e oltthe vtrlltesof fairnessarlcl honesty directs stLldcntsto rranasement of conflilt. Acceptzutce cl.reating ancl heing:r goocl Vu'itlner learn ancl r,rse sociirl skills suc6 as plirving firirly rather thar-r ,tntl l, rter'. values also corrtriblrtesto stuc'lents' sensetlt Livir-igone's life accorciingto pr<t-srocial w e l l b e i n ga n d m e n t a l h e a l t h ' m e a n l l 1 g r p u r p o s e a n d h a s a s t r o l l g p t l s i t i v ei l r - r p r l co n t h e i r o t T h i s p r o c e s , i , i l l u r , r n r e c lb y a l o n g r r u d r n a ls t u d Yt h a t f o l l o w e c lh i g h s c h o o l s t u d e n t si r r t ' ' r late aclulthood, a time intcrvirl uf *,r.,. than -50yearsar. The students were first interviervec'l T h e r e s u l t so f t h e s t u c l v i r r t h e 1 9 3 0 si r n d t h e n a r g a i n v e r y t e l l y e a r s u n t i l t h e l a r t e1 9 9 0 s ' c ' t h e i r v a l u e sb e c a n l eb o t l ] i n d i c a t e c t h a t t h o s e a d o l e s c e n r w h o h a d t r : i e dt o l i v e a c c o r d i n gt o l s psychologicirlly and phi'sically healthier acltt lts' Unit 2: People bouncing back 'neverfalling" but in risingeverytime we fall (confucius) our greatestglory is not in T h i s r - r n i t n t r o d u c e sh t t m a n r e s i l i e r - r co r t h e c a p i r c i t yo f p e o p l e t o b o u n c e b a c k a f t e r i e. e x p e r i e n c i n g l i f f i c u l t i e sc h a l l e n g e s l h i r r d t i n - r e s[.n t h e Y e a r sI { - ) b o o k , s t u d e n t sa r e c , o ir-rtroduced the acrorrynr BOUNCL,! Irr rhe Years .l & 4 ar-rcl ro Years -5-8 books, thev are i n t r o c l u c e crlo t h e : l c r o n v n B O U N C E B A C I ( ! T h e a c r o n , v r r lr l r e f o r m e c lb v t l r e k e v p r i n c i p l e s s undcrpinningtl-re coping statements. B a d t i r n e sd o n ' t l a s t . T h i n g s a l w a v s g e t b e t t e r .S t a y o p t i n . r i s t r c ' O t h c r p e o p l ec i r n h e l p i f y o u t a l k t o t h e n r . G e t r l r e a l i t y c h e c k ' I J n h e l p f u l t h i n k i n g m a k e s y o u f e e l m o r e u p s e t .T h i n k r r g a i r r ' Nobodv is perfect-not you and not others. C o , r c e t ' t t r a t e n t h e p o s i t i v c s( n o l r : r t t e r h o w s r r t a l l )i r n d t t s c l a u g l . r t c r . o E v e r y b e d v e x p e r i e n c e s a d n e s sf,r u r t , l a i l u r e , r e j e c t i o na n d s e t b a c k ss o m e t i m e s , l o t l j u s t v o u . T h e y a r e r r n o r m a l p a r t o f l i f e . T r v n o t t o p e r s o n a l i s eh e t l . t B l " m e f a i r l y . H o w m u c h o f w h a t h a p p e n e dw a s d u e t o y o u , f o o t h e r s a n d t o b a d l u c k or circumstances? A . . . p t w h a t c a n ' t b e c h a n g e d( b u t t r y t 9 c h a n g ew h a t y o u c a n c h a n g ef i r s t ) . C a t i r s t r o p h i s i n ge x a g g e r a t e s o u r w o r r i e s . D o n ' t b e l i e v et h e w o r s t p o s s i b l ep i c t u r e . y K e e p t h i n g s i n p e r s p e c t i v eI.t ' s o n l y p a r : to f y o u r l i f e . T h e a c r o n y m s h e l p s t u d e n t st o l e a r n t h e s t a t e n l e n t sT l - r e r es a l s o a f o c u s o n t h e w e r V st l . i i w h i c h n a t l t r e b o u n c e sb a c k ( e . g .b r , r s h e g e n e r a t i o n s k i n r e p a i q t h e i m t r r u t r e v s t e m ) r , s a n c lh o w 'bounceback' after hardshi;r. p e o p l ec a n
- 8. fiandi:oo'6 Yuurr Baclrl gorfrce s- g 'rnd T e a c h i n g s t u d e n t s c o p i n g s k i l i s n r a k e s i t nfr c l r e l i k e l ,nt^n"gth e v w i l l b e distress e s p ( ) l l o n v t h a t t emotionala b l e t O r ,..il ,in-t.' ntiut'sit'u' effectively and adapti'ely to challenr:, cognition'behtrvior'rrs rrncl nf *.ttt.,.i,.rg. C<iping ri,fi, fit""ta: tn:t 'ap'ier rrncl haveoptimal levels :].:nlt,''tli"""i'g' t" tt," .l,,,rrru,,m and plavgror-r.c1 attitr.rdes making irr.i.'itr", for more procluctive' Unit 3: Gourage Webecomebravebydoingbraveracts.(Aristotle) of fear (MarkTwain) to'"i'-*t'tery of i"u'' not absence Courage resltienJl is The focusof this unit is clt-t: (ac'c'rg rrelp heroisrnbr.r'er*o ;'':li:ixiliffi:H';ffi,'.ilijiltl':il!:;::::ff:' l r i s k - t a i n g n d f c l o l l to snorl':el)' S O m e O n e e l s e ) , t h r i l l . s e e k i r r g , l r r t l f e s s i t l r l a physicalk(e'g'alezrrnirrg a r d i r r e s s r t" r.-) recognising that everydrrvcourage ca" "iift"t p s y c h o l o g i c a l ( e ' g ' " " t t i n g u u 1 u t , i i ' o p " t ' ' , . n t w i t h a ' i r i e n.c li)n g rf lroe 'a l s er' g 'is e iin g c ' irttir ns e c l ) or i r d ( . r L ppo ci g tr-l.,,tk.f l s son]eone w h o r s b e i ' g t r e a t e a* . t " i . r o . i . r n t r " lnav ll()t one Pel'sollscarred 11el/otls or {;i:; trnderstarrrding that fe-a,is relatirr'e--what rltrkes ( r l 'l l e [ ' ( ) L l s m a k e a t l o t h e l 'p c r s o l l s c a r e d r-rrclrecourageouSll-ll11l1l a r e i r s lv 'f ,.|i, developing the skills artrd perceptions tlrirt lelrcltc.lbeirrg o n e ' sl i f e ( e . g ' p L r h l i cs p e i r k i n g i ) ' thlt caLlse face threatening oIdifficr-rlt situations ciourage is defi,ne.las tl'recapacitl to S t r o n g e m o t l O n s s u c l r a s a t r x i e t y . ' l r f e a r , w i t h < l t t t g ito i tackleo t h o s e f e e l i n g s . ( i t l t r r : r g e i s v n g i n t a difficult and threatentng hardship-rs serbircksor or neecledto persist unJ J.or with mav lead to urrdesirable an.j thcre o,i,k attirclredlrat t task. It is a.volunt:rry,action to ar:t desptte tl't., of iear Or distressbLrtthe capacity consequenc"r. cn*nl.'i, ",r, "i)r.n.e t r i e s t o r e s o l v ei t ' d e s p i t et h e t i r c e s h e i e a r i u l s i t u i r t i o na n d t t h e f e a r .T h e c o u r a g e o u sp e r s o n thoughts;. and/or feelings oLtttt:1^t:.?:::::i:,., pr"a.t.ii'ti, ,'ft.irJ.nrtuf cliscomfort the courage of armv btlmb- ..,.,iog,-, inuest-igatcd Rachmana., an early researcheri,-l clisposalexperts.Heidentifiecltlrat,tt"n-tn-'t'ottt"tl.t"thelpedthembecourage()usvastheir '.11:]-I,:,1:].:loP'cclltraSe con6clencein their trainir-rg. Tlris suggeststhtlt teilcherScan lrelp if anricry'-;-rrov.kirg f , r t h e ' r ( e . g .g i v i ' g i r r : l a s s a l k ) o t t o t a c k l e s . r n e t h i n gt h a t i s d i f r r c r - r r t ' r t h e y a r e t a u g h t t h e r e l e v a n ts k i l l s ' n'heu f:rcecl hel;r ,voungpeoplc be nlore resilierlt courage rs an ir-r-rportant skill that can life lrcts' collrage bl' cloing couraige()Lls with ardversity. Aristcltle believed thirt :r persrlr]develops fircilitatirlg 'l-eachers '.,-t.,,Lt.,,gittg' str-rdents bc coLlraFieotts to bv carnplay an important rtlle in This type of self-reflectior-r helps rr studetlt behirvior-rr. them to self-reflecton tl'reircoLlrageolrs courageat' to clevelopa courageoLls minclsetto cllcoultlge tlreir future ilcts of Unit 4: Looking on the bright stde darkness.(ChineseproverD) It is betterto light a candle than to curse the and strategies ssociated ith optimistic thinking a w J.hef'cus of this unit is on skillsand p o s i t i v i t , vT h e s e i n c l u d e : . , .-: a s p e c t s i a n e g a t t v es r t t l r l t l o r l t o l , p u r l , i u . t r a c k i r r g ,i . e . t h e . s k i l l o f f o c u s i n g o n t h e p ' s i t i v e however small theY n-raY be and leirrnilg e.) pgsitrve conuersio,-, of negative events anc'lntistakes into opportunities experieuces when faceclrvith setbacksor difficulties' ce;:cievelopingan optin-tisticerplanatory stl'le pe..ciuirrg that setbacksand difficult tirles: ilre ,,nly ,.,"t-tpn'irry ('things lvill get better') h a p p e n t o o t h e r p e o p l et o o ( ' n o t i u s t r n e ' ) ('iLrsthis') a r e l i r n i t e d r o t l - r e m m ed i a t c i r r c i d e n t ( s ) i 8
- 9. Chapter 1 intlr-:cli-ir;tion i r c e d r v i t l r a s e t b a c kc l r i : r i l u r e , p e s s i n i s t i ce x P l a l l i l t ( ) [ y5 [ y l ew l r e n ( o s k i l l s f c l r c h a l l e n g i n ga ('it ahvirvs t i r a t a s e t l l a c ki s p e m r a n e n t A pessrnrrsrr .. p,u,Lrury styleis perceiving r i r ' s r ' v i r r u l t ,I ' m u s e l e s s 'a n c l ) p;;;;,r"i(.it only h"pp.n, to me; l _ r i r ; r p e n s , n* , y , i , iu ( ' r t a i f e e s e v e r 'r}h r n g I t l , ' ) . t 1..iu.rir. r for, . r . - , , , , , ,l , tlrings tl-rirth:rppen r irr r t l i r k i r time r . . the g.'d r h i n p r r l r r r tl r r r n r r e r'rd r trtki'g ,.e; f.crsi'g un *r"r,r,,i. r,y't-t.ing'tl-'o*kfuI '' t'war<,s .thers ;;;;;;;;tt thl'ks and show appreci:rti.n p r e s e n t( t a k i r r gt i t l l e t l u t t L t p a s t ( b e i r r gg r a t e i u l ) ' t h e , r . r l - r i n k i n g n . 1f . . f i n g p o s i t i v c ' u l t u u t n the future (betng the good things thirt happen)and to r h i n k a b o u t a n c lf e e l g o o c la b o u t good thirrgs to trappen) ,rotimistic :rnclerpectitlg , r f i n d i r r gh o p e i n c l i f f i c u l tt i m e s | | - _ ^ - . - . r r ^ , . . , i , . , i , - . - , . 1 i , l c nrrr- otle's cnnfidence i e it-l wltelr solvitrg problems ilncl hirving r::i.. being open-rlindecl and flerible a l r r d a k e p o s i t i v c' r c t i o t t s ' t own ability to solveprrlblerns l-ras been dt'scriired .r'e builcl class optirnisnl. optir-nisrn activities in this u'rit irlso help to e l s es t i c k s ' A s t r ' r d e l ' r t r r f r e s i l i e n c et,. w l - r i c 6e v c r v t h i n g 6y petersonraathe'velcro'construc;s and hope for tlic look tlrt tl-tt bright side of sittt:ltiot.ts who tl-rinksoptimisticalh' tentls to students a.cl l<t'kir-rggo'd. Beirri optirllistic.carrerlpoier 6esr, even when things irrc not ( '' . ' v c r s e l v ' p e s s i ' r i s m i s help ther.'ro ger or;;ri c l - . ' a l l . , - t g . r ' o n" n " g c ' l i t . l ' s c l i t f i c r r l t i e s .a a glo.my 'ierv of tl.rirlgs' expectillg fail-rre, arrticipati'g bacl o'tcom.r. ,r,:,, te.cletrcy t. tarke helping str'tderlts irncl v'uns pe.ple :rdapt to ^e"v Opti'-ris' .nr. pi,r, n ..ita] role_in on1 There o." i*,, iot'ms of optinlisl-t1:.t)?ttt:t"tJ siruatior.rs cope witir setb,rcks. or ' l - o o k i l r g t l n t h e b r i g h t s i d e ' r " l r r i tF r o m t h e ' ' in thr: e r p l : r n a t o r y s t y l e .B o t h : r r e i n c l u c l e d to expect thi'gs ttt rvtlrk ir disp.sitiol.t t" expectancv perspecrive,optilttistll is lravi'g "ni""ty to irncl pr<tirctiv. i,-t.t i,t't-toue t6e cor-rfidence perseverervheri filced oLlt, to be f'rwilr:d lo.king r v i t l r : r c l v e r s i t y ' , . F r < l r l t l r e e r p l ; r r r a t o r y - s t y l c p e f s p e c t i V e . i l l l . ( ) p t i l l l i S t i c o r lo p,ter l sri s tlti.s t i c s ; t , v l e -' s n tt t,r v'urself wl'rerthey happerrla' i r r r e f e r st . t l r c w a v y c l r -e x p l a i n t h e c a u s e, , f . u . n r , r health' r , v e l w i t h o t h e ' s a r t c lh a v i n g g o o d p h y s i c r r l l rrls' rrco'tributing factor to getti.g alo.g l r ' i s l i n k e d t < ' i t s t - t r s el f t e r p l a t l a t 6 r Ys t v l e t r l r - r 1 1 n t r a s t .c s s i n l i s m , s p e c i a l l V r p e s s i m i s t i c c p e r rn' h c l p e l e s s r t e a s d d e s p i r i ra n d , s o n l e t i n l e s c l e p r c s s i ' sn ' Unit 5: Emotions Joy is not in things, it is in us (RichardWagner) J'he iocus of this r-rnitis orr teaching stlrdents to: atrd that horv vor'rthink i:rjr understirnd tirat ver-vfew cvents itfc g,oocl bacl in themselves or arbouts<tmethir-rg strongly influerrceshow vou feel :rbout it , . : t r e c . c n i s e ,e n j g y a n c l r e c a l l t h e i r , r w r l ; ' r o s i t i v e t n o t i o t . l s i r c h a s l - r a p p i n e s s 'r i d e ' c s p p r o l " n o t e h e s ep o s i t i r t ei e e l i n g s ; t c ( ) r r e n r n r e n r s u r p r i s ea n d e r c i t e m e n t a n d t h e e v e r t t s h a t , t teachilg thetr to at.nplify a 6 c l e n h : t n c e h o s e f e e l i n g sb y s h a r i n g t f i e n ] w i t h o t h e r s t s a d n e S sw o r r y . , , t r c c o g n i s ea n d m a n a g e t h e i r n e g : r t i v e m o t i o l l s s u c h a s a n g e r ' e arlc1 r,rnclerstanding that they l-rrrve cl.roiccs abottt horv clisirpp'ir]tnent:.r1c1 ermbarrassrnent, t l . r e l . r r . r a n a gh e s ee l n o t i o n s a n c l t h e i r c t i o l l st h c l ' t a k c te ir r e c o g n i s e h e f e e l i n g sa n d i r l t e n t i o t r s f o t h e t ' s t o i:r rcsponcl with empathy to the feelingsof others ? , L l s e o s i t i v es e l f - t a l ka n d l o w - k e v e n o t i o n a l l a r . r g u a g e ' p ln the past, psychologistslrave f,rcr-rsed more on how ttt lnilrl:1FIe llegative emtltions ancl a t t i t L l d e s e . g .d e p r e s s i o n a n r i e t y a n d a n g e r )t f i a t l o n ( , h o u ' t < l a m p l r f v p o s i t i v ee l n o t i ( ) r l ' Positir-celnoti()ns Hor.n,ever, lrore receut researclrhas shown the benefits of positive elrlotiol.ls. r e s o u r c e sP o s i t i v e ' c a u i n c r e a s e ' b e h a r v i o u r alle x i b i l i t v ' : r r l d b u i l d c o g n i t i v e a n d e m o t i o n a l f e m o t i o n s c a n e n h a n c ep e o p l e ' s c a ; l : r c i t , f o r o p t i r n i s t i ct h i n k i n g , p r o b l e m s c l l v i n ga n c l d e c i s i t l n v E r p e r i e n c i n g1 ' r o s i t i V e r n a k i n g a 1 d l e i r c l o m o r e f l e r i b l e , i n n o v a t i v e r r n c l r e a t i v es o l u t i o n s a n ' r : ' t c e l x o t i o l t s s u c h a s j o y f g l n e s s ,p r i d e a n d e x c i t e m c t r th e l p s t o broacletl tuder.rts'crtpaclt() s V c a p a c i t Vt o t h r i v c + " ' l c a r n , c o n n e c t st h e m r o o t h e i s a n c l b u i l c [ so n t l - r e l i l s s r : o o r r r n d s c l - r o o l ' s c
- 10. ltanclbotr'6 tn;.*. 9ac*1 goopce ;:; 'undo' the eitccrs .i abiritvt. rhat positive em'tioirsars. havethe Research dem.nstrated has .-,,ti:;;"1 a'd ;'hysical resiliencea"' t',,ort.t stressmore quickly Back!bor erermple: "ni'.,-r.o.,r"i. in,theil"rrruo* in Botmce l-ir.e irrrcl emorions promoted p<rsitive are *'"ttgJ' srichas Circle are promotea'n"ttgft' telatio'-tal 6j feelings belonging '- of .oup.,ntive learning lre generat throughedtlcati'oll:1l in l--",.ino are cenerated anclenioymerrt iearning' €r feelings excrtemJnt v; of i'clr-rdingirrteractive whiteb.ard games ' lear.irrgskLlls ;;;;i hror-rgh ,e ?".ri"*, optimi'm or ona p.,,i"""'e' "n'":":,i:l::l::j::::::,11'".:'lffl'r1i;"tii,i, goals'tr:rmtng.stlcc realistrc ior seiting i g a cha1enging r-r e I nh 1 f r-r th i'k i. g p I encour agIng p i;:''t; ;;rt " " " by ,tudtnt' identifvi'g and rec.gt.ttstt-ig "' pri,l. p;;;;r.:; o, feelrngs nf ,"tirfu.tio,.,o,.,d ,,,.,,r,i','];;;;;;; ;i;;;;", "r. '"0 ":*:*:*l*,'1'l-:,Ti:,fl::i:?ii""1:i,i1.o :'l"il::iliiT:l*lii:**T:T':ilii,Jl'Iil" .1li.ffi ","f;lil:l;TlTllf, nn* their thoug'ts affect tireir incorporares arctrvrties thar help young o.;il;;.;;;..r,"na 'r interpretiltloll is that t6eir perception feeli.gs ar"rd their hehaviotrr.An importa''tt'-t"ngt lf thev ilrc'o''er- the eve.t l)er se' how t6ey ft"t, tto'lu't of an event n"rpr ro i.,..n-'i,r" lrght' then tfrey ilrc trorc nop.t.r, or threateni.g aror-rsed ancl interpret an event ln o n.,gnru.i, l i k e l y t o e x p e r l e n c e s t r o n g n e g a t i v e . e r n o t i o n s . S t r o n g ,rre abre toesttr,v i o t - t arrclfi.cl t r't l t l l l ( ) r e n e g l r t i v e n - t o cirl'r s m a v t l l k e t and L-rourrce bnck. If t.ev clifficurt fclr them to be ,eiilient i::"^:nl:.t: toot ancl to problenr'solve' tltt"'tit'l'] helpfr-ri way to rnterpret:r situati'rn' llafr()ls sacllress; sttch rrs irtlrietr', anger' fearrancl tnatnage,-,-,ent strorrg emotlolls of ,o,.'g-.t h e n r a r e':ll::ii:ii;]':::::.1:i]*:L*:J[:l:*'il;:il1: I)oor , 0..;;;',v e rnt-ffi,ni'"11I o whelm nlofc e m o t i o n st o t c)l e p l . e s s m t > t i o n sn r r 1 - r o s i t i l e e i n''ttiotht' o f s e l f - h a r m ' l ' ea r n i n g h o $ ' substance rt'u" z " t t ' to feel ...r." i,-.'.o,-.,,r.r1 ivrren things are cliflicult.i'rr ther.'' Thc ancl assertivewa,v rrerpspeopre prr.d rlrd satisfiecl' young people,,,..ir..l,,,,-r w r r a t m a k e s t l - r . n .h n p p r ' , r u n i t a r s oe n c o L r r a g e s 'VINNE'RS' Lrnit' in the :r theme th:rt is pitftta up "gnin Unit 6: RelationshiPs we can do so much (HelenKeller) Alone we can do so little Together lnordertohavefriends'youmustfirstbeorre(ElbertHubbard) Tlreiclcusclftl-risunitissl<illsanclirttittrclcsthirtlrel;.'stt-telcntsttl: "3r clevelopskills for n-r:rking:rnclkeeping friends lvell rvitl.rothers it deuelop skills for getting irl'ng ;6, clevelopskills for r-n:rneging clisagreemetlts o s e l f - r e f l e c t a b o t t t t i r e i r : 0 w n c t l r f e l l t l e r ' . e l s o t s k i l l s i r t t l rstr-rdents's . it is tor rrll oi e s e . r r e a:'rs sotlrce Of u'ellbeing for Having a friend is ir very inlportant their or be p-ropr-rlar' lr. *'.ll trcceptecl their peers b, us. Although all stuclentswor-rldlike to g'ives stttdc.t s a '.1 clrse more imptlrtltnt"Having rrfriencl relationships vith their iriendsare r sonleolle cotnpr'tt-tionship; of self-worth; someone r,vhO can provicle l,rt'altv' sLlpport i'rt-icl solVing; i1nc1 proVide all opPorttlllrt' tO bor.rnce ic'le:rs off; sollleolle to help r'vith probleln t o r e c e i v e a n d g i v e a f f e c t i o n . F l a v i n g a i r i e n d a l s t l e n i r b l e s a S t t l c l e n t tSlo criia lc tki is le ers s e r l t i l r l t p r s l s t re t h r n k i n g . a n dr r e g o t i r r t i o n ' s o c i t r ls k i l l s s u c h a s c o n f l i c t r e s o l u t i o n ,e m p t r t h i c poslfl!e 'acaclemicenable|s' l',.-.,,,,r.'l-'tt '''"" onlv help students to clevelop described as bu"t'ttt facilitate stLldentlerrrnirrgrrrlcl reltrtio'ships r,viththeir peers "n.i r.".1t..r. "ittu clarssr..tt'r pli.'gr.u.cl e'er:'clav "t^T,1il:ri;;t,ril,l, ,*';l skillsirrepr:r*iscd strdenrs' ir .r.rcl lvith irier.rcls rr'cl nr.re relati.r-rslripr''; interactions, their r.rse ttre coutext ,ri.i".p.,. in .i.tintate r l t l a t i ( ) l r s h i p t h e ' r v i l l h : r ' e l r r t e ri n t h e i r e s e n a b l e ss t u c l e n t so p r e p i l r c i o r t h e n . t . ' , r . . r i g n i 6 c t 1 l t goal oi most peoplein rldult life' llirrritd l i v e s . L o n g , t e r n t r o n t i l t r t i cP a r f n e l ' s h l p , . t ' t f t t " t r ' T h c s t l c r r rt l < i l l s l t t l t t r es i r t i s f i e c V i t h l i f c ' ' ll pcoplereport bcing n]ore resilielrt, eppier,tnc] h 10
- 11. Chapter 1 i.ttlt l-.,ti ilt;ltol: '. r?;,' i d e n t i c a lt o t h e peerrel2rriorrships e illmost ar t o s a t i s f y i n gf r i e n c l s h i p s . c l a that co'trib'te A'nong mrrrrieclpe.ple ' th.se ..rnr'anticrelirti.rrsl.rips. srcial skills that .,rnt.ib.rte to sirtisfying well) conflict p'sitiveandableto hanclle ;tT.::il,tJ,f."n.'ntive, goals) ablet. acl.rieve ,"';;]fi"' ft"ta workingancl @ conscientt'u' ( a b l e t o m a n a g e . t h e i re r n o t i o n s )a n c l ; ..t"U"t"fft stable (flerible anc'llisk-taking) ; uf.n ,o experience than t]o tl-rtlse rvhrr and serr-rally ,",ii,.a with their r:e[ltirlrrsl"rips tend to be more .n-,,,ri,rr-r,.tly w i t h t h e s eq r - r a l i t i e s i ' ' do not have sptluses short'u that the most s'.ltisfvirrg rrtrcl The long-term research,rf Join Gotturitn'a'" has the skills ttl hancll: ilre those where-botl.rpirrrners h:rve s.stainable romantic relationships in their relati.'sl-rip' F:[e''rlstl nn ih. prsiti'es tha' the llegarives conflict r,velland focus m're cclnflict retlsol-ls,-r,nr',f ..,up1". fi,.r.1 s. harcl to detrl with it identified that one of the n-rain e m o t i o n st h a t m a n a g et h e ' f l o o c l ' o f r l t r r i o t t st r n c lt r t l g r y e f f e c t i v e l vi s t h e i r i n a b i l i t y t o sitttatiotrs.Relationstrip-r skills :rre not the orllv firctors thrrt Overwhelm them during conflict a significillt r e l a t i o n s h i p ,L u t ' u t h s k i l l s c l o t l a k e contributeto a satrsfying nd sustainable a More cletailsc1n founc'lin McGrath arrcl difference to the quality of the relationship. !e later r , , ' . 1 " n , , a t s c h o o l w i l l c r l n t r l b u t et c l t h e i r E d w a r d s , o . h e s o c r a l, k i l l , * . c a n t e a c h T sLrccesn adult relationshiPs' is stt'tcletlts: ln summary, if we teach relationship skills ttl of ttt feel satisfiedwitl-r school, have higher levelsi o ln the short rerm, rhey ilre rlclre likely h t r v es o c i r r ls t l p ! r ( ) l ' t'.] s e l l s c' r f s o e i a l w e l l b e i n g a n d [ - r e o r e r e s i l i e n tb e c a u s e h e y r v i l l - t perceptiorrs bout life'a v a l u e a n c l p e o p l e w i t l - rw h o m t o c r o s s - c h e c k h e i r t 10) In the longer term. tl-revwill be rnore likely to: x t t r a c t s t l p p o r tv e p a r t n e r s i circntrst:rnces -" havesuccessful a d u l t f r i e n d s h i p st h a t p r : o v i c l e u p p o l ' t i r r a d v e r s e s p r o t e c t i v ef o r t h e n s e l v e s : r sr v e l l h a v e s ' s t a r n a b l er g m a n t i c r e l a t i < , i r r s l r itp s t l v i l l b e ha as for their own children chilch:er-r' b e a b l e t o n - r o d ee f f e c t i v er e l a t i o n s h i ps k i l l s f o l t h e i l o w r l l Unit 7: Humour lt's jolted by every A person without a sense of humour is like a wagon without springs. pebble on the road. (HenryWard Beecher) T h e i , , c u to i t h i t t t n i t i s , , t t : of hltnlotlr O a c t i v i t i e st h a t d e v e l o p a n u n d e r s t a n d i n go f t h e p r o c e s s e sl n c is t v l e s r . s ) a c t i v i t i e st h a t h i g h l i g h t h o w h u 1 u < 1 u ra r l b e u s c d t 9 h c l p w i t h c o p i n g i r r h t r r d t i r l r e sa s c ,!1 w e l l a s w i t h s u p P o r t i n go t h e r s o o .ej activities to help students to differentiate betweelr httnrour that helps :rnd hulrlour rhat € 15 h a r n t s , s t e r e o t y p e st,r i v i a l i s e so r d e n i e s s d rtl opportunities for students to participatr: with clrtsstt-]rltes htttrorous activities thr"tlugl.r in H lla . G i g g l . G y r - n ' s e s s i < - rT ls .r e s er r c b r i c f r l , r i l yh u n r o r o u s a c t i v i t i e st l r a t c a n h e n s e c r l s , r n - i l s t r e s sb r e a k i n c l a s s . Humour is one of the processes optimisn-rthrrt signilicrrrrtlycontributes ttl persorral of resilience.'r;(e a r e a b l e t o f e e l m o r e h o p e f u l a n d l i g h t h e a r t e du , h e n w e c : l l . ) e ea f u n n v s i c l eo f s a difficult situation. Humour helps us to gain a sense of perspectiveon otlr problems hecilttse it can throw a little tight in an otherwise blacl<situatior-t. ren.rincis th:lt life goes orr- It It tls helps r-rs cope with what we can't change. Hunrour car-r to provide an opporttllrity ttl rcLltlcc the terrsioncreateclby strong and unconrfortable entotions sttch as s()r[o ferlf rllrd rilli{ef. W h e n w e l a u g h , w e e x p e r i e n c e l e a s u r ea n d i l g r e a t e ro p e n n e s s o d i s c u s " i o n n d i n t e r . r c t r o n . p t s a R e s e a r c h o n s i s t e n t l yd e m o n s t r a t e s h a t l a L r g h i n g e s u l t si n b e n e f i c i a lp h - v s i o l o g r c a lh a n g e s c t r c i n o u r b o d i e st h a t i m p r o v e o u r h e i r l t ha n d h e l p r - r so f i g l r t i l l n e s s i - ' t s T l - r i s n c l e r s t a n c l i r l g t . u u n d e r p i n s t h e t h e r a p e u t i cu s e o f h u m o u r i n n e c l i c a l c o n t e x t s . 11
- 12. ir' gacltt Handbos'P t*"" ;-; lr go$$ce l-relps stuclents ttr S h a r e d l a u g h t e r t s a l s o a u r r i q u e h u r l r a n b o n d t h a t l r e activitiesc o n n e c t w i t l r o t l r e r s , it-tt. classr.o.m p s u s t O l ,;rpurutinli'*m'ur staYengag'ed on a'rd task' Having fun with o..rr;;; *ttL 'nt.,t tt"trtt' ttL11., il;;; ;ih., o'-td feelm're connecrecl r.augh,eranl.l::'.'":,,1*lj::l'J[#::,:'i:]ilt::*lwn::'.1 students to retaln tne l:T:l'.i:'::i:11: percepti"":j,".:t*;;'iil;:S*:':i.i:*il;ffi11};l;;:l trre hurtful when it relntorces d.nl.oning and commenrs' the r'rse cynicalor sarcastic of of :rnotherperson'n'l'ogh Unit 8: No bullYing Thewor|disadangerousp|acetolive,notbecauseofthepeop|ewhoareevi|,butbecause Einstein) aboutit' (Albert *noion't do anything of the people is trtt: ilncl helping Thc ioctrsof this ttnit anci cvberharassnent ,;;;r';;ch as bullyi'rg, cyberbullying behirviout @t *nderstandi"g other kinds of anti-socitrl r,,"rrri.* t.n,*i,,u, a].rd studenrs between t-liscrrminate responsiblv to stlpport Jrrf..encebetween ..king for sltpport'acting (er understancii"g,h; 'dobbing' that if someone and else lead srucle.ts berieve t. anclassertively; srror-rid'ot this €r ski*s for actingconfiderrtly respc,ncl t<, tobeir.rg of dc'>rvn' adaptivelv b'uied pl'It (o.r :fin,TilHl;::tT1iil'1".'0.",, ttt .selr-respect' 'self-protect' then vru :::*lil:g that if you h:rve " askirrg for sr'rPPort ' v e r b a l a n d n o n - v e r b a la s s e r t t v e n e s s peer P'essllre and rranaging negative o skills for understanding bystander supporr. ancl offering a, skills for .1ir.;;;;;gi.,ulyi"g B r ' r l l y i n g c o n t l n L r e s t o b e a p r o h l e n r i t r c r u r s c l - r o o le ia tg c lu lrl t ee wnoa n rc,h .v lb e e.rb trr l l r i n g ' f.,ur,r*dl,-tt, ..port, b ^ s l b e i l d i f r s c ' tt u c appears to U. l,.,.r.nrlg. O". in bullied anci l , ' , . r e , . I , i n g l ys t u d e n t sa r e b o t h ' and one in ten report, Lei,-rg yberbullied. c school hours and off i s n o r e l i k e l v t o o c c t - t to t - t t s i d e ' c v b e r b u l l i e d 5 e , 6c '.y b e f b u l l y r n g 0 of the breakdolvn o| are felt in ,.h.,nl hotrrs because tl-'esch.,ol site, but the effects r e l a t i o n s h i p sw h e n s c h o o l r e s t l m e s ' Unit 9: WINNERS finding.(RobertLouis Stevenson) An aim in life is the only fortune worth that: T h e f o c u s o f t h i s u n i t i s o t . ra c t i v i t i e s limitations; strengths t6eir own relative strengths ar-rcl @) teach students how to identify lclerrtifi"d L''vHor"'lrcl Ciarclnerirr ti91" intellig'enc.s can be ability based (c.g. across ,n. f.encl11"ir goocl c'haracte''ta"t{ (e'g' being ki.d' his Multiple lntelligencesM.clel"r o, alsct t<r andlirrrittrti.ns treed (e)iiiilll,T;lii'1,, u',d.rr,n'rd srrer-rgrhsbede'eloped that can he imProvedthrt'ugh effort to help thern bc-r;trccessfttl o teach str-rdents Lrse to this self-kr-rowledge their strerrgths of for emphisis 'n collecti'g evicle'ce a c r o s sm a n y a r e a so f t h e i r l i f " , * i ; h ; ; o , . t i t u l " trnrealistic ancl n,rpirrg or r'aking Lrnwarrarlted' these conclusions about oneself, "r, ir.i, deflated or ir-rflated assllmptlons effort arndpersistence(but abilrtv 0r teach students that success t-nostlya restrlt of is c o n t r i b u t e st o o ) , . r - - ,- . . ^ r i , - ' - ' 1 aucl self-n]anager]]ent (e'g' willpower' effort' trlne €) develop skills of self-cliscipline t r a n a g e m e n ta n d o r g a n i s a t i o n a ls k l l l s ) 12
- 13. I lif roch rc-'t.ion o, ,lt:-,.1'l'^:li.;li:ililT:[il'l--i:;';1,,,";;1'iillli::Ili'-"J ,.":r,' to goal rvhen things PathrvaYs solving and being resotrrceful nersistinfl in rf.," ru."'of u1,r,u.i"r, ".aOrif-,i.r ;.;il;ii;;*ing o ' w h e n s o u e t h i n g g o e sw r ' n g ) the a'd hence understernd io c6allenge str-rdents use therr i'itiatit"""tiUl'"s<lurceful' to ' r o c k y u p - a n d - d o w n ' p r o c e s so f g o a l a c h i e v e n l e t l t real-life a positive olltcome thilt ,i:))help students to understand the tnnttot.ii:1""ft()f()gltl^l:*'"t' that ofiers .ni..r. imrnels;j in an activit'v occLrrs when they are using tl-reirstrength, *"t fully absorbs their attetltion,'irr1-lt].:tjt"t thenr a challenge ancl f r n e serviceof otlrers. e t h r ciltl a J e n c o l l r a g e m e : r r r r n g f u l p a r t i c i p a t i c l u . a u d i r s e n s e oirr-tlre a n i n g a n d p u r p o s This o u g h ..,,,-',o.''nitu-l)",.d proiects ellgagement,'-' s.hool nn.l to teacl-r wellbeirrg *n,king with younger students ir-ivolve, frlr erample, arnolder stuclent p'.jects carnpaigns;and commurritv rher.nes; ,.t-,uot-1,""r"iprri..r, such as anti-buliying w h e r e s t u c l e n t se a c h t village' p r o l e c t st l t . a r e a r b y r e t i r e t n e n t n s u c h a s r e c r p r o c a ll e a r n i n g cilrd games' lnternetskillsand residents each t levels: This unit is based on a core acronylrl atUeach the three different of ,.,r STARI in Years K-2 'rir CHAMP! in Ye:rrs3 & 4 iri WINNERS irr Yezrrs -5-ll' k e y m e s s a g e so r s u c c e s s ' f E a c h a c r o n y m r e i n f o r c e sa g e - a p p r o p r i a t e that self- k.owing y,,,tr rt.engthl and limitations arrd usi'g Bei.g successfulirrclLrcles i^rportant progress u,-,.1 u.ii"u" in different areas deemed kn'wledge to set goals, rnonitor that g o a l s i s l i n k e c lt o b e i n g h o p e f u l o r o p t i m i s t i c b v ' n e s e l f i r n d o t h e r s . A c h i e v i r - ro n e ' s g a successfulproblem s.lver xiith hope, vou are I.ore likelv to be ;l;;;J;....1ri"r g o a l s ' ' ' 'A ' s u c c e s sr ] : I i n d s e t ' i r - r v o l vle s l i e v i n g re : r n d f i n d d i f f e r e n t p a t h r v a y st o a c h i e v ev o u r i*ri,rr,nn, ingreclientir-rbeing successfuland le:rds thar eff.rt ratl-rertharr ability is the rnosr easily when faced witlr setbacks. t<l perseverir-rg ancl *orking lrard, .atl-'e,.thanglving up :rppr'racl-r i"ttuitgly zrdvocatedby the nerv disciplines and obstacles"a. strengths-birsed A Melningful participation in school arrd of Positive Psychologl' ancl Positive Eclucatiorr"j' critical c o m m n n i t y - b a s e da c t i v i t i e sh e l p s s t u c l e n t so t gaill a sellse.of leaning and pr-rrpose--a r a c t i v i t i e st h i l t a r e m o s t l i l < e l ' t o c r e a t ea s e l l s e c o m p o n e n t r f s t u d e ' t w e l l b e i n g .T h e k i n c l so i . p u r p o s e ' f o r s t u c l e r . rr 's r e l t t r e t h a t a r e w o r t h w h i l e , a n d t h e a c t i v i t i e st h a t a f f e c t o t h e r t, t of 'rneaning'' p.upl., not j u s t t h e m s e l v e sa r e n l o s t l i k e l y t o c r e a t ea s e n s eo f , Additional online unit: Elasticity 'bouncing back'' Wlrerr resilierlce r o T h i s u n i t i n t r o d u c e st l - r e c i e n t i f i cc o n c e p t o f p h v s i c a l s t o i t s o r i g i n a l s h i r p ea f t e r b e i n g s o m e t h i n gi s r e s i l i e n t ,i t i s e l a s t i ca n c l c a p a b l eo f ' r e t u r n i r r g ,!a as an introductioll to the'People o s t r e t c h e d . c t u a s h e d r :b e n t . T h e ' E l a s t i c l i t y ' t t n i t c a l t s e r v e s o o 'lllasticitr,' trnit is orl: g bOuncing bilck' unit.The focusof the 13 with elastic balls) forces(e'g.rubber bands,bouncirrg c o inves'tigatir-ig erperirnentirlg and (! (e.8' and stretclrirrg elasticised fabrrcs, skin) H F' ,'$ springs(how they work their uses) ar-rd 16.) linkingscientific resilience humanresilience' to This unit can be found on Pearson Plai:es' 13
- 14. gaclr! Hatrclho6tr' Peers, gor:roce $_ B Back! Additional features of Bounce 'Keltprtints'tttteacbstLrderfisllveja!gtftifiedattltcst''trlt,tt'eLlchunit' Resourcesbtltlks eacl-lrrLritin the thr:eeClassroom The key pclints at the beginni'-'gc,f t. t-ttlclersta.cl' irrrportant r-rnitconcepts for students ,.,-rort t1-," provide n ,,ra.,n.ir.r--orv',,f offer stucle'llts te;rching strategie-s each unit in Marry difterent activities irnclengagirrg these kev concepts' of opiiy thtit '-rr-rdersttrnclir-ig opportunitie, *,-J.-,,,-,r,."r" nnd Key crtnceptsdnd ntessages repe'ttt'd' 'tre repeated in in the Years K-2 book and then The nrne curricuh"rmtopics are tntrodttcecl thirt the key u'ellbeing in Years -5-8 b.oks' T''is 'rearrs the Years 3 c 4 book and th.r-t "goi,', are repeateclwith trge- t"'tlt""trtdings in the nine units a'rcl resilienceconcepts' skills and clf these cOtlce}]tS develop .r deep r-rnderstandirrg apprtlpriate ..',|.i.ulum, So that ,t.'.1.n,, lives' n,-tdth.r.fo,e can irpplv then-rin their / r r / r i 1< ' - L i r t k sd r c t r t d d e t r i t l t c ( ) t t t t t t o tc t r r r i c t r l t t t t t t Wherepossible,linkslrz.rvebeerltrrirdelretwcetr.lspcctsofsclciirlirnder-rrtrtiotrtrlle'irrrir.rg s t t c ht r s i n y e a r sl ( - 8 ' . F o r e - x a r n p l e ' o n c e p t s c and cor.nmonopicsthat ale of,an.,,u.r.d t through age-:ll.r'rL)Prl'lte *i,1-t bt trclclressed coLlrage,p.rrrrrJn.. and ciealing "tbntk""n have stoocl :rgainst of erplorers' inventors' those wh<t literature arrd also thror-rgl-r topir:s the r'vho hrrve tnacle and Neisolr Manclela' ancl researcl-rers inlustice r,.r.n n, Vt"hatnla Ghandi rnediciue' g r e a t b r e a k t h r o u g h si n s c i e n c e n d a ',lrler(tt 'ttttttSct'i/r/-<sfS' A l l t h r e e l e u e l sc r t r tb e d d a p t e d i o r key point or concept' ilctrvrtrescan If you .";;;; ;";r. ia."t on how' to teach a p:rrticular books ctltr tt't'L'' Many activities in the three be found in the two otlrer Classroom Resourct' bereadily^d"ptedtomaketherrrappropriateforyollngerorolderStuc]ents. There is a strotlg frtcttsrtrt higb-qudlitt literature' S t o r i e s a r e p o w e r f u l w a y s t o t n t r o d t t c e i r n c l r e i n f c l r c e i m ; l o r t a n t a s P e c t s . o t s oe aa na n g ci l nd f o r a r l r n g eo f e n g a g i n gt e a c h i n ga n d l r i e m o t i o n a l l e a r n i r - r a . d c a n s e r v ea s t 1s t i m u l L l s g incorporates il lrrrgeselection of literature' activities. Eurch'nit of w.rk rn Bourtce Bdck! ancl criticirl liter::rcy approarchis acl<'rpted through discussiotl.cluestions An i-rge-appropri:rte ,literac,v prompts are p_rovide.d in (ll-rapter8: activities.General and'visr,raLliteracy'qLlesrion y e a r s - 5 - g r e s o u r c e s s e ep z r g e 0 0 ) , a n d c : r n ( 1 b e s e l e c t i v e l y s l d t o h e l p s t u d e n t st o u r l d e t ' s t a n d u 'literacy' pr.'rpts thtrt Bdck! and thi'k critically o1,.r.,itli. terts. There are also Bounce (e'g' V/hcr specificall,v focus str,rdents' attentic,n orr sociirl and ernotional :lspectsof thc texts in this scene?) .' M a n l ' o f t h e w a s t h e m o s t o p t i n r i s t i cc h a r : r c t e r ? ' r V l - r e ri cs c o L t r f t g e h o r v n w l s picture bo'ks uff., ,,,,-rndpsychol,ogictrl insights and social criticisrns' irnd provicle different i,.yers of meaning through visual ancl verbal in-rages th:1t appeal to ,I i r v a i l a b l eo n l i t l e a t ]-o'ng a n d o l c l . D e t a i l e d r e s o u r c el i s t s o f a l l l i t e r a t L r r e e f e r r e dt o a r e r s s p x t h c y c a n L r er e g t r l a r l l ' L r p d a t e d ' l r e r e r w w w . p e a r s o n p l a c e s . c o n r . z r u / b o u n c e b a c k . a ro t h a t T Itl*' - - - t print' --l is also information on how to find out whether books are still in Strengtbs-based storytelling is enc(fltrLt 8ed' provide stimuli for further T h e b o o k s a n d n o v e l s t h a t a r e r e c c i m m e n e ld t n B o u n c e B a c k ! c s t o r y t e l l i n gb y r e a c h e r : s , t e l l i n gb y s t u d e n t sa n d s t u c l e n t s ' o w t l re s t o r l ' t e l l i n g .S t u c l e n t s i r n c or k i n c l t r e s so r t l l e y , o r a l l y t e l l s t o r i e sa b g u t t i n r e s* h . , r t t r . y b o u n c e d b a c k , s h o w e d c o u r a g e c a n u s e d r a m a o r d i g i t a l t e c h n o l o g yt o t e l l t h e i r s t o r y ' Tbere is d foctts()n otrtco,ltes/',r literact, itnd multi-literactes. All gnits of wgrk actively engagestuclerrts trirditior-ral irr literacy otltcorles such as talking, are lorv on listeling, reading anclwriting. lil itud.nrc require literircy skills and those.rvho resilienceufte,'rhnu. peol literacy skills6". The glot"'almove towards digital technologv trou' bv nlulti-literacies' means that classrooms:lre moving to learning environments characterisecl l.,.adol" write now often rely ot.t;lrocessitrsstYt't'itlrlroclcsc'f Therefore the texts that stuclents 14
- 15. Chapter 1 Introduction 'Multi-riteracies' means rrerrri'g. in orderto communicilte interpret and rert simultaneously variottsr.troclesprint'images' of thesimultantuu'"noilgl;;';t;i"* "idul' l::::lucingof Back! i'rvhicrr o'i Bounce units ;;"H::::T:*::liil'.1rjiill1,'lilll,illllil";"' the s t u d e n t s a r e a s k e d . o . , . " , . a n d p r o d u c e o a i grie c .tr,d oi r r f o r r noro ik r raadl e do r p t)l'v i c a a lt l.iTe r a c ie s t o t - , y , l " , t t . t r ' i i r eas d su s t l r e s e activities r e q r . r i r er a . l i t i o n a i p r i n i l i t e r a c i " , f i . ] t itnagerv trnd to r-rnderstalld rrreani'gs conveved b'v visr'ral (i.r 'verall layoul nr-rJd.rigr-r, (to integrate at"al ttttclurusical liter:rcies to rr-ranipulate ditferent imog., for best effect), ditne'siolrs)' , - r . , m e r a c i e so c a l c u l a t ed e s i g ' (t v o i c e o v e ra . d m u s r c ) " , - r d ctrpo r a7gtl urll gvettc r 1t ssi b Ic' o D igit al t ech n c tkt is irtcgy technologl' .tnit to lrow stuclents ight usedigital m T h e r e a r e n l a n y s u g g e s t i o n sn e a c hi "' still ancl vide<r powerp'int@ .i;rJ,ry;, p.dcasts, blogs, digital such as Micros.ft@ ofi." short movies' digital ,,(r.yr"liir-rgancl b.ol< trailer:s, cameras for photographic displays, r e s e a r c h 'h u n t i r l g l e a r n i n gp t : t " t " t " , i t ' p i t - " l t t " d h l t c r n e t i r n i m a t i o n , v i s u a l r e c o r d so f t h e i r musical software' and sites,cre:rting their own nttsic with for sorrgson diffcrent Internet ",i,:lg''f.*"resuchtrsMicrosoft@officePublisl-rerllorI(idPrr. There rtre t111111y interLtctit'e uthitebctttrdacttt'i;lies' activelv a variety Of new IWB activities th:rt The reviseclBounce Back!incorporates for each oI Bourtce Back! collcepts en€lage tlre whole class in learnirrg ^r-rdr"infnr.ekev n,- r u l t i p l e - c h o i c e . r c t i v i t i es o r t i n g t r l s k s ' s, t ' e n i n e r n a i n u n i t s . A c t i v i t i e si n c l u d e e - q n i z z . e s m o r e . T l l e s e. , t n o l ' n b e c o m p l e t e di n c ' l i v i d u a l l Y r r o s e q u e n c i n g c t i v r t r e sw c l r d g a m e sa n d a , computers or in pairs and sr-r-rall groLlps' classroot-t.t present te.rcl.rer: nirterial or student The IWB screencan also be useclto display or po*erituinir@, digital stor:ytellingor book trailers' prcrductson Bounce Back! thenes, e.g. anc'lanin-rate.d stories' Specificp:rgesof terts student-made videcx 9f puppet plrrys,-role-pl'lys j i r p t o v e d i , r ' ' r e c l e t a i l e ca ' a l v s i s ' I t c a n a l s o b e u s e d l or illustratr.nscar L..,-rt"rg.a "nj ar.rcl display to blackline nlelsters' to f<rr.videos of songs or websites 1tn Bounce B.lcftJthemes stttdertts' Tbere dre ctpporturtitiesior ctlder students tct tt'ctrku,ith t'ot?tgcr working directly or ir-idirectly T h e r e a r e n t a n v a c t i v i t i e st h a t i n v o l v e t l l d e r s t u d e n t s T h e s e a c t i v i t i e sa r e u s u a l l l ' b a s e c o n l w i t l . rs t u c l e ' t si n t h e f i r r t f , r n 1y e a r s o f t l , e i r s c h o o l i r r g . 1 b.ok' For eratnple' older edLrcational galres, literacy activities or a specificchild"'"''' picture for pictr-rre storybooks on wellbei'g students are encourageclt. write and illustia.tetl"Ietext cl-rildrcn,the older stLlclents gair-r deeper a themes. As they pr.por" ro work with the yc)Llnger co'cepts s. tl.reycan effectively teacl-r arrd work wit6 the voullger tu'clerstandingoi rvellbc-ing children. Older students who need a bo.rst i,-tseli-confidenceparticul:rrlv berrefitfron'r feelrl.rore nowledgeable' k o p p o r t u n i t r e st o w o r k w i t h y o r - r n g ec h i l d r e n . T h e y a r e : r b l et o r: T h i s h e l p sr h e m t o c l e v e l o p u n f i J . , - , . . i n t h e i r s k i l l s . r r n d a b i l i t i e sa s r v c l l a s t o l e a r u s k i l l s i r r relating pOsitivelytO otl-rers. Thev also grtin a seuseclf meatritrgar.rdpurprlse through l-relping , , , , ' I - , . u n e l s e .T h i s c r o s s - a g e o n t a c t c a n b e b a s e di l r o u n d : . c work :,:L direct classr-oom visits it-,teach to the clasli,run a !+rnre,ru.rkc a craft irctivitY or with.r l''trd.l) ,q preparation of lessot-ts, rnaterials or pro<luctsfor Vounger studellts to Llse concepts to yourlger e, using digital techn<-rlogy develop a pr,rduct to teach welibeing to podcirsts,book tr::rilers and Powet'Points@/slide shows studelts, such as m.ruie,r-raking, so on' thirt 1-rayinclude sonud, video, images, ,Jigital storytelling,,arlit.uation:rtrd There is 4 strc)ngentphitsisott cooperLtit,e leantins in all units. il/orking cooperatively fieips to create a senseof belorrging in the classroom' (iooPeratil'e learnrng has been shown to be eifective in er-rgaging students and developing a senseof , p s v c h r i l o g i c afll o w ' a s w e l l a s s u p e r i o r : r c a d e m i c r i t c o m e sa c r o s sa l l k e y l e a r n i n g : r r e i r s r ' o S t u c l e n t se a r n m o r e a b o u t l s o c i a l s k i l l s s u c h a s t a k i n g t L l i l l s ,l t e g o t i a t i r r g r e a c h i n gc o n s e n s t l s , a n d d e v e l o p i n gp o s i t i v e r e s p e c f u l r e l a t i o n s h i p sw h e n c o o p e r a t i v c l e a r n i n gi s u s e du ' e l l '
- 16. .....:7.i.,i)l Handboo4 P"u."o -".egackl ' 5 ',.s . gouo"- C o o p e r a t i v e l e a r n i n g a l s o e n h a n c e s l i t e r : a c y O u t c o m e s a s s diiferentperspccti'cs e n g a g e d l l l pr'motes t u d e n t s a r e a c t i v e l y a..p.:, ,r'i.rrt"rairg and srcial diarogu.thnt ",-,..)Lrrages learntng acceptable responses.llor th.r. ,anr,rnr,the useof cooperattve and a rangeof units. Clrapter7: Years Back! curriculr.rm is incorporated throughoutall tn" no,,,, ie..rrning nany cooperati.e teaching strategies inBouncenn".'et t,""page 84) details .5_8 Structures'withguidelinesOnlrowttl"dnptth..tomakethemage-approprlate. edcltBcttntce Back!lessrtrt' CircleTinte introduces -rin-re classroom rt commttnity'posltr relationshi's br-rilds Like cooper"i".l.".^i"g, circle tO introdttce ker' learning"*'t'' circle Time is usedin all units anclteaches social-emotional gaures discussions acti'ities ancl and conceprs nna f"litit"te whole-clas'u"a "o"tt-groLrp up with individualor small-gr.up ro reachthoseconcepts. Eachci..l"lTin-t. is fJllowetl n'av' in a meirningfuI 'tt'dtnts to applv the coucepts activities that provideopportunltlt' itt' ClassroomDiscussiontimecanreplaceCircleTirrreirrtlretrppertrrlits. Therearemttltipleetttrypoitttsinttlthepr()gr(:t1|1,|:l,tsec]t',nHr.xt,ardGardner.stnrldel ', icle'tifiec1 Horvard Gardner's i. 'roclel "{rl'r!"fr,'r'::::;:;i":r';ach <,rtrreerghrinterlige'ces, i't the progr:'rm' What attracts.ne sfttclcnt's of multiple intellige'ces, lncorpc,iattd are the setl.leit't' and allowsthem to demonstrate what they are good at may not dtl interest a n o t h e r s t u d e n t . D i v e r s i t y i r r t e a c l r i r r g a n c l l e a r n i r r g S t rathef ithan r e a t e s a . gfitsa t e r l i k e l i l r o t l c l r a t e g e s c a'one size r e let'rrning' thtrt all students will bec.me.,-t*u*,'in'''d"tttttiin a l l ' a p p r o a c h . M u l t i p l e . n t , y p o i n t , e r r a b l e s t u c l e n t s , . ' , . ' .the irrultiplec c e s s a r r d t c l c l e r ' e l c l p t r t r p . . . . ' . e s u ir-rtelligenccs' r-rnderstanding of their relativertr.ngth' irnd wcakne"t' "ttt"' Mdn'-<lftbeactit,itiesllroL,itletlppc'ttttttitiestodeueltlpstutlettts'higherorderthinkillg'skll/s. thinkirrgskilis Givingstudents chailenging a r".t ,t-,n, designed fosterhigherorder is to d o e s n , t m e a n t h e y w i l l a c t u a l l y u s e s ; u c h s k i l l s . A s t . , d . n t i s m o r e l l kBacklp e r s i s t a t a t a s k t h a t Bounce. l y t o rncludes interesting' is intellectually challenging they find the task intrinsiczrll,v if i'cl'cles of .voung ptnplt todav'This 'evisededitior-r q manyroprcs;il;;r" '.i.*n, t. t6e w'rld different stri.Itegies encourage that str'rde.ntsconsider to man,v new higherorder thinkir.lg group social.jr.rstice life issr'res. cometo a and and perspecrives differentvalues i-!nrt",rt rind un skillsirr students develop to consensus. Many of the activities open-ended encoLlrage are and criticallyanclcreatively' These higherorder solvingpr'blenrs,makingd..irin,-t,"nl thi'ki'g thinking skillsarecrr,ciaii,"t copingwith the complerityof life rn the 21st ce.tur" progrlttrt' Srtngs nttrsic dnd are usecl cctrtsolitlate tct somer.tfthe miln untlerstondings tbe rti maintainpeople's spiritsclur:ing difficult Thro'ghor,rthistory,musichils beenusecl l-relp to 'Bot.'rny Australianconvictssangsongssttchas Ba,v' ririsetheir spilits' to tirnes. For example, frorn the timesof slaver'v' Singirlg SimilarlS*rro.r'ri"ri'g in North ,America "-nnottd and the lyricsof songscilll convev t.gether builis ,",-rr.of .nr-,-trrr,-,nitv cooperation and learning " of nup. and strength. Manv of the key social and emotional important;;;; messages the in K-4 progrirus havc becn concepts ancithe key wellbeingand resilience lncorporated into newly composecl songsthilt are basedon well-kno'l]tunes' tl-remes' links to age- and Eachunit alsorefers well-kno*rt ,un., with wellbeing to can be iound on Pearson Places. Theselinks u'ill be videoclipsof the songs GE*. , "oo;;;;;ii --*-../ singingthe sorrgs.creates oPp()l'tr'rnities continually updated o, tl-r.y.l-ror-,,"-.. Regularly manl' times' This repetiti.rrnrakes it for students revisitthe key *elibeing messages to a.d *iil then t,,o,'t'rf., learrring their this to real-life erperiences .rore likeli,that students 'sol]g, ancl are also encour:-rged go tcl htlr.rtir-rg' problems.ln the years -5-gbook. students ttl are consisterrt with a particularmessage rel:1tecl bring tO schoolsongs that they believe wellbeine and resilience' 16
- 17. Chapter 1 W'#r'**e:re6l tntloduction ,'' : ' l u,,,1,"::n i,x '1.r:11::"'o'" s'luden'ls :i'!2""{Jf.::,{:;,:'{;,'i1i'';ilJJH#ll,-,,,,,., arrd v:rri'lrus n':ee'[ theirunderstirrrdirrgsofwellbeirrgconceptsthroughdrawing,-painting,constltlctlng' ,TeJ:i::,.1'l'j'JI:*',J-'fi$;i*:ilru;:*,",:l:i,i""'le ;;.,,,;;, the vtstt olltc()illes tor i'1'",'"i:';'; ,rn own o,'+:;i::;;:::::,';::i:,:l;;::lllffi,i: ref,ec, ancl ,heir s'frens'Irrs als'eskecl a ' d o t h e r s 'T h e v a r e th.i'btl-'ouit'u''t"-t'ttt"t"t"es . , v e r r k r e s s ea n c l t h e . f i . ' . t , r f s, behaviottr and their orvtl imprtlut 'l-"i' learning' thcir on what theY can do to t. reflect tli',k..1to their serf-k"wledge a.d serf-mtrnager.rerrr) rvellbeing. These,kirr, ;;;#r.n..riun importantskillsfor sttrvivitrg the n'rost beenidentiliecl rrr'in.*rrJGirrdner;,.rs probably havc in the 2 Ist ceuturY' glrttas' f l t e r e , t r c t t t J t t tc L l t t c ' t t i ' t t t o l , - ^ / . . . , . r . , .'rre o i i c c r i v ei r r tmprovtl-tg (iames , " . eifective in i r t r D r . rlilllv new ganles' The revisedBottnceBackiincludes classr'om e'-'ergy and a se'se learnine oLltco',.'es ttti'o' creating as stllrlent eltgagementand f.und to sustain students' g"to. rather titun *t,,.t has beeu .f fn"r. Calling r.r-r""i*trf.. 'have a go' at an intellectuallychallenging more prepared to itttenrion longer ancl have thenr a smalllgroup' to to play in teams, either in pairs Or game,ra. the games require students AII each other and t'|l"n"rs/teirms can help arrd teach contribute to a collaborutiua .l,.rrroon1. more fun' Plaf irrg threateling a.d celebratingsuccesses rnirkethe learnrng iancl losing) less (such as recordir-rg for-prtrctisiugorg:rnisationalskills c.operiltively i.rlsr;rrovidestipporttlr-rities elld strategicproblen solvirrg' skiLls,hypothesistesting dara and rrme nlanagement),1:r'g'age Tltere tre cc,ttrsrtlidatiott Llctit'ities the t'nd oi eocb ttnit' at puzzles s u c h : r s g a n l c s 'g r o u p t a s k s ' r v o r c l A l l u r - r i t sn c o r p o r i l t e c o r - r s o l i c l a t i < l;n i v i t i e s i a t ar-rcl B:rctivities Iw t h a t a r e c l e s i g r r etd r c a n c l r r c t i v i t i e sB l a c k l i n e r n a s t e r s f s t r - r d e n t ; r c t i v i t i e s . o o P e a r s o uP l a c e s ' . c o n s o l i d a t ec o r e c o n c e p t s : r n ds k i l l s a r e r l s t l : ' r v t r i l a b l e n d In summarY i:rplair-red Tl-risclrapter reviewed tl-reeviclence base that unclerpinsBorntce Back! The review teacl-ring striltegieserrplo'ved the psychOl<tgical principles that underpin tl'r. p.,rgrilo, plus the a n c li r ' p r o v e l e a r ' i n g o u t c o r - n e s ' h i s T i , t h e p r o g r i r m r h a r w i l i a c t i v e l y e r l g L r g c . l ll e a r n c . s Borurce Back! thttt ensure it not o'lY effecti'el-v chapter als' 'utlined the special f.ntui.' <'tf h a p p i n e s sa n d r c a c h e sl i f e s k i l l s t h a t i l f f e c t s t u d e r r tl e a r n i r i gi r - r h e s h o r t t e r m a n c lt h e i r o v e r a i l t s t u d e n t s, r n d t e a c l r e r s ' w e l l b e i n g i n t h e l o r r g r e r m , b u t a l s o i s c r r j o y e cb y b t l t h l J4 o o n r5 Fi (Il lr'l t { 17
- 18. I itir Handhciofu P*or" ^..egacE1 - 'r---B . i goot'" '()uttgpc,/r1'" chilclrertLlttd Refgrencgs -t,r- t7et'a'ltlpntertttrttl tt,elllteirtl, Auilralia's .J,,,,,,tthltrtnt of l. ds-{: l:ealth' Nlakingll''()g' the ' . l))ilhn,;Nl u,.,,',-,. i;i,illilrllllfijt'+n:i;i:lJ;;'r:l'.'ilri,::lJ]'i:ll ,1il::,T;'tlil;:;:iJ5i,f-,ii., ttre I{rsfrfacl.r-s ' tLt r,evc,nclbr'c, r)ettressi.,. j :'t)t ' At'crtablt' l. Atrclrnvs'tt" t'zloo'ii''i'nu'"' -l avail'rblcttL'r' l)eprcssionlttl"ttt''ul.;'r-,,,r'.r'tll 2007 lcited 18/l/l0l' Au't"tl"tn Nt'it'""f ancl l L-e:rrni'rg' for Acade-nric' Soci:'rl 4. C,.,iLf-".,l:ttt"t f c l r . k i n d c r g a r t et n r c ,un"r"..,,r.1..,,,g, : - - . ^ . . . . r , - i . . , , - i r n c l e m 6 t i o n r rlle a r n i n g :l n.'ll::.'illilit*:[:il:';i*i]llllil';;".o 1r/ir0 fron.v*'rv.casel'<'>rg/ 5. pavt,,.. etar r00rJ,-rhc tronr tt'tr l., Finclings .ignth gi"dt stuclenrs: '"::iiil-;11';:..*" il.;"1.:Il::.1:"THlIffi.m:[l*:lli':::] crow'r,,acrs/paJi;HR ' , i . s , 1 , , , , r r ( - ) . s . h e . k n . r , s . , e _ t e0.0 l , ' s c l . r o . l . . : : l ' t ; " ' , ll /i.l.tte,r'.1..1.t.t..t'oo.1,t_:j, ttr interverltions" / appt-orrches o' :*l'r,:i;r;:'iil;; il':;';;:;' in:-zu cffcctiveness of cltrrctrt it*' tlf the universal ' i,;'1*i il::";'i'r;: 'ii'"tt LJtri'ersitl l)ress' "ln;hl]"*' lJ. Drvt...s, 1.,, i'r'ri,l ui )'lurrlrlurrr, n;.i u"'l ,ret.rtittrt' oxfo.cl 'i'lo"'n' rhfotlgh Neu' or:k. r ,rnclyouth development Prevetrttot', school-basecl pp +oo-+:+' 9. (irecnbcrg, N'I.,rt irl. 20t)-i"F'nharlcing' /r-.r,,:,r,/r,grst' -58. v.l. nlic learrling" Antertc't sot-irrl' etrotiontrl' and ''rc:rde tl lt'-"nittg l-.,:;:j:]::.]:'i.l']]iii],1,,.,, rur.L,. i;h:.;:;;;'k. ,.h.,.,1 in coorclin:rtecl ztl.,1. ,lttt]Stlcill Xlcissberg' b:n,]i.,.' 1(). .t o.o. T/rc Arrir'll'trtl ll:t: At tltutlupn'rcrlt" rrr()qrirms ot^t'nt't"'-uiit "t' li.;.1,..,,,,1 i9 I' pp' lio-97' n r e t r t ac l i s o r t l e r - s sic h . . l - r r g t ' l . u (" . . , r . . . - - r - . . , . , ,R rtllLl^-f]f',,.n,.. l'itrnrhrr*tte ) ( ) 01 . ' P r e ' e . r i n g Nlent'rl u tl. (,reenberg' ' ij.,t"u"'"icl.t' N *ttl f.r Ilerrlth Se'r"ices ot prcvcntiotr cficctiveness of Htalth 'rn..l childlcn: a ro'ielv oithe l';t's'"ilt]:'"';,;';S'i;:;;;;";e't iccs Atilr.tt tstr:rt tt (C'NI )' St';';;tt' FIS Ahr'rse N4elttrlllor'LthScrv 'rrlcl H'mirrr Se'vices. 1 9 9 6 .T h c N a t i . t r r r lH t ' a l t h 'Fffectivc [iru'erclshe'rlth pronrotttigs c h o . l s ' , ll. nt"ttt-' pronrotiotr: "f-tt'l'i 11crilssroo.l pror're'l.s: c.ncl'l'lct i'lr'l ,, ll*l;;:t[i:l;i:...5':i:1j'l'[:l'-]*.liilllT::r ( vrll..(17.pp. 64.3_6'57. i.",i.1,.,/,,nr,' a,,,1r,ti,..i,.,)i ei|ects.'Itlttrnll c,f llttsttltittSl ) r e v c r i t i ttl Ptrltlic a ' t* * ' l t t ' ' n " t i ' L ' :' A t r t r r t ' l l t : t ' r e t l t l!)9t' [ ' { . K c l l e n ' r a nA ' 1 " ' c t a l ' ' r ' "'t;it "it'lt'ttt' I l c ; t l t l t ' v o l I c ) 'p p 2 7 1 - J c.r)r.tecri'g ' )2' fr.rr har.r - trinclings fr.r' thc nrtr.rrill l..gitr-lclinirl rrcl,rrescc.rs 1.5. Resricr.. Nl.t).. ct al. rrlc)7. '{-s-qoci'rtiorr' l?E' no r'ol' l()' l'rerrltl.r"ltttttrttl';;;; 'i;;: t''.a'tt NI'c'lical sttrLl()n etlolcscetrt pp. ll23-s.31' tor l-reelthic]c'vcl' 'pttrclrt: r r r p o r t a n c.f . : l : .'1: . ' i : ; sclrool Lurp()rtanccl ' 5.ncli.g rto; " . t , ' , . t , f c l 16. Ceteleno' R'F' et:rl"lune 100-l"Thc ('rou;r" i[r {',lg'slrrr'lrl ('rtrferartcc n S'h"'tl ('ttrrlerartcc tttr o Finclrngs frotrt the SocralDevc'lor-"n"'lt'Rl""tch 'il/iscot'tstrt.' .f tlrr'rg ( ttrtrrecteLlness' l{acinc' enti.rs w'ith vottth :rt high-risk ' R;;; 't Ab"'l ;l:l:::;i:i'llil:,:i;l:jl;j;';;])il:,;/r;;;';;; Dt'.s rc') fj:ll l;i;,iil'i-llli 1""11""'i"')'"'l"f t'ft.r'llt]'':fi::l]*1ff:li:T]iJl;i"i:i1t'1ll-ll0' Pre|Uttictrt:ltrtplit';rtittrtsJ"' ' ,lisor'tcrs' r ' ('resrra.r i.rat l'iii:;i,)::l.;,liili,lii,;;:sL' K r.'lre ;;i*:*:'i;1.:;;:,ll ,ii]ii;,Allvrr $l Brlc()n'lJ()storl' (ecls)' F N{ & O'Si't"ughnt"1' T'li' l n . - , , , , . : , i u . , - t r t " r r c h e sr i c l e n t i f i i . gc h i l d r c ' r r rr i s k f . r kr rr.rr. aon'i. l g . s c v e s . r . rH . H . . w a l k r r . r , sclciobeh.lr.irlrlrlprr,l.lenrs.,,,.t,,,,,,|n.,,,i,,, T'F-'(ecls)' Allvn N llacon' Bostot't' di-<,r,1cr-s, [.:rneK.L.. (]reshrnr r.u. rt'il'.srrruqhtressv ('ttacbinc' LJr.rive'sit' Pttrtrs'l'r.tt'tttt' .f ,optimisn.rl..r,.,r.Ji-ir-A,, tt,r)ti"1:'lfL',t l(). Rervich.K. l005, 'Prer'ctltit-tg r-tlaltlr clepl.essi.,,. i'.' ,'.,ung 1rctl,pie.. Brlll.s/l (... & Btrrns' I. ]()()]. 1l' Anclrer'vs, Szalltl.N,l., rro' l8 I' pp' '160-'161' .lrttrrrr'tl Pstcltiilrt'' ctf' Iltt'F'rrtrttirttr"t/ L)i-t,rrlcr't' Pcng'in ll.oks' N$r irrk' (lttg,itit'c Tlterapl' ''rtr'1 ll. Bcck. A.T. 1979, (.irclecln).Xlilshire Btltlk (,tltlrpltnr', Nclr, ()ttitlc ttl l|,ttitltul /-rr'lll.q 2.]. t,llis' A. & Hlrrl.cq R. ],{)08',4 Hottsc. Svclner' optinris,tit c.lillJ. I{arrctrnr 2,{. seligm.rn,r,r.r-.ir.rct!).i,7',c r'.1''{f' n.' 4' p , r . i , l r , .P s ' c h . l . g v " , r t s t r a l i ' i ,l ' - t ' c / ' " r / r ' g r - t / ' 2 . i . S c l i g . r r n ,i r . i , . g : i , , l r . . ( . . a c h i . g " , ' . i .l ()t,t:r s()()Alc/a-.ir,r/r''sc-s Rt'/'r1iri,s A:l:it'r't'rttt',1' trt aa ill;::i:i'u,.,. r,r,t,l. r L,nrtit,i:,1 s'rrr/rc,.l-s -r00r.'(.,.fc.rrirc lc,rrtritts ' tttet;r-rrtrelrsis" trtetht'tls: N1.ri. ,, l|;|il,k?.,lri':l.'llll,,,,r, rt ltan'e.t t r l l ' ' l c c e s s c d l ( ) / l l ' l () - ' n.r. - l e t h o c l sl r ,r t' *'tt t'n't''g/ltt gcs/cl "'it""'' 18
- 19. lnlr c(lricition t l t t t Y " r h s :R c s ' " t r ' ' l t - t " t ' l ' ( / ' r ' s - ( ' r r l l1 " ' 1 ' 1 1 ; l i r t t t r l ' r c k c . r i n g ' ' I S l " , r l l " ' l < ' ,,1 . O and (lurriculunr )R lirr,/trr()R'J" ' ' StilderttA'hi";;'';;;'i"t'ti"'inn for Supervision t ",o,l trate|ies lrtr Increasirtg (r'rd o.'.i"pn"'"'"1 ::ili',':,,[:1]:JrX'. Iearning creare herps the-esscntial of rvorking skill j-'5'3' Ertttt,ryia'ii,n'r'6,pp'5 v.r. rnd 'rchievement 'eer " :ili;f,,;:i*l'"i:;l;'";,.;p', Ill;t"r",r, n T. :.iibg,'ifjr,,l"t"itg 'rcl.lescents' I'st't,ltt,tgical ea.lv C.J., 30. R.scrh, Jc,nnsorl,;";. goal structures" of c.operarive,."-;,;i;]. .r.riin,liui.tuoristic relati.nships: erfects 'iriii)r,,,r,vol. ne t r, no' 1.r1.r' )23-)46' 1.3'{, ,. r Lro,1' l n s t r u c t i o n a ln r i n g m p l i c a t i o n s r instructi..irl !Ti*r,ri-ri.nirl a g sanrins:: I'rplicati'ns for i n s I fo n. 1994, n , r r , . , . , , , . rr1 j ,s L u c a s s e I l , . 31. D e m p s e1 . V . , y, ("tttrtrrrttni'atirtrts Techrtrtlttgt'' 'trtd li techrr<rlog,v,,u, a,rurrol,l Mnetirtgcti Ars,,ridtir,ri 1'rn'h'ducati,tnal tor theNSW Tintcsrrutiorrs: carirrg sclt"l (''ttlttIIt'titts'ltep.r't (-,ra,ttiug ., litl;:l';- F.E. 2009,cn.cre pr<,gr:r',', tttc Drtrs t'urnirtg rideirt Scttrtots ,, l,:;lt";: :.t'iffi:$:i3;:'.1i'1";"unce rlack! bevondbr'lre' dTtttlt) dorvrrr.rrde ,; 31f[f: I'r;l*::il,'.i-i.,ii:il]l:iill,lt;:::.1',lu' """n'"rv" irorr.rwrvw.kidst.natter.edu'au/wp/wp-contentiuploads/20()9/10/kidsm'rtterexecutivc-qLlllrtrl'1t''o t t t h e l n r p a c t o ft h e B o L l N C l E B a c k P t o s r r t u u r e 1 . 5 .A x f o r d , S . , B l y t h . r . . v s . t . t . p . , . ' I s ' R . 2 0 1 0 . ' l s t r - r ranclfTeachersin Sirtcen Primirry schools in l)erth lyo Rcsilience, wellbeing and connecredness i,r-1iiiit"" of l{eporc_, Perth anclKrrrrosscouncil. scotland' and Kinross,s.urlilil-ui.ipoint and L'nrcfiiort'tlI'e'rrntttg'rtr'l Socialanclr-ntt"it'*"r l-earrrir.rg' 2009'.Soci'r/ r6. Collaborativeior rr."i.,t',i., llvingbrief'pdf Bully itt p r nl n,,, ii, l'**.c=ttf 't"*ldownloads/2009-bLr g I'cantitrg (SEI') S,ciai and.lin'ttui"ot l.*tt''ti'ig' n'tl'' 'lt,ri'r/ ntd Lntcttictnal .17. (,<rllaborative Academic, for Stutler.Js wvw'casel'or'!I/ C'rtrcElettrent-s' atrd,sttrderinn,,n6'r-ril,,-r1rtir,r,tir,,r, lrtr tha Saie 'chttolslHealtln' Brief'pd1' downlo,rds/ED(',CASEl-SEl'Research .]8.Weritzel'K.R.200.]'.M<ltivatingstudenfstobehlrveinsrlciallycolll}]etL.tltrvays.'Tb.:rlrl,iltttlPrlctict. v o l . , 1 2 ,n o . ' 1 ,p p ' 3 1 9 - 3 2 6 . . , , ; . . .,rrtrl( t , , " t i t ^ ,- l p , t r l t i Helix L'l/ c c l , D a v i t l Edttcatittrt. . . . 1Qudlitt' Tcachittg:The Doultle , 19. [.ovat, T. & Toom.li n- iOOz, Valtres b ir,r()ttr cct,,rrurtitt - A Surt'et',f Rr'sA tnltrot,irtg the Lit,es.f''y,rrtg vict()t'i.,rts -,, }:*:i:tltliltoon, (a.,ailable fronr rvrvw.clhs.r'ic'gov'lru/ccll.l.ttllcare)' a,d Irrrftectit,? F.tct()rs,(,crtref.r. Ac6lcscclt f.leaiih .,, #l?:ll:J, r.oor,,Rerigiousness, rrnd Fi'di.gsf'om n rongitucli'rrl spirit'alseeking, persor:rrin,. ",. of Personallry, 7-5,no' 5' p' l0-5I vol' str-trJv',./ortrrrrtl conl;-ranv'NewYctrk' , 1 2 . R a c h n r a n , s . Jl.9 y 0 , f e i l t - L l n d c o u r d g e2 n c lc t l n 1 , w . H ' F r e e l r l a n r r t l c l i s L r b j e c t i v cc t a n d rl , 1 . 3 H a n n a h , s . T . ,s w e e n e vP . J . & l - e s t e r . , l,) . B . 2 0 0 7 . ' T < x v a r a c o u r i r g e o t tn l i n d s e t T h e d s : Psvchtictgy, vol' 2, no' 2, pp' 129-1-3'5' er;rericr.rcc.rf .nrr"g.1,' TLe lcturnal of Positir'.tt 1' pp''+4-'55' 44. p e t e r s o r ,C . 2 0 g 0 , ' T h e f u t u r e o f o p t r r n i s r n ' , , , r e i ' i c , r , , I t t ' c f o / o g i sv , l " 5 - 5 'n o ' fo P s t , r , l t r t l c og ,W h a t { 4 r r l r sS n v d e r , tf - ' 4 5 . C a r v e r . . S .s { S c h e i e rM . L , . 1 9 9 9 , ' O p t i m i s n r ' i,n C o p i n g . T b e C , C . R . ( e c l ) O r f o r d U n i v e r s i t y r e s sN e w , P , York, pp' 182-204' 4 ( r . I s e n , A . M . 2 0 0 1 , . A n i n f l r . r e n c e o f s i t i v c n f f . . i, , n c l e c i s r o n r r i a k i r l g i t - r c o r n p l e x s i t u a t i o n s : T l r e o r c t i c a l po l1' no' l' pp'7'5-85' i s s u e s v i t h p r a c t r c a il m p l i c a t i o n s " l o u r n a lc t i c ' o n s u n t e r s T c h o l c t g t " v o l ' r . P p r , r c c s s i t . t g ' . rb e h a v i o r : r r w a l ' d l l t e g r ' t t i ' r n , 1 7 . l s e n ,A . N l . 2 ( ) 0 3 , . p o s i t i V a f f e c r ,s y s t e m a r i c . o g n i r i v e e ncl T i motivatir>n',in Mrrlti-let,elIssttes ()rgani:rttionttlBebduior"tnd Strate,es'' in J( .f :rffect,c.gnirrc>rr,;rncl I ' J n i t e c li n g d o m ' p p ' - 5 2 - 6 2 ' K o D a n s e r e a uF . & Y a m m a r i n o ,F . . 1 .e c l s ) , . l A l / E l s e v se ri e n c eo r f o r d , , ( ic ' o 4 u . F r c c j r i c k s . nB . & J o i n e r , . 2 0 d 2 , '.tl, o s i t i v ec i r ( ) t i ( ) r ' r ls g g e l , T t i t r p w ; r r d p i r a l st o r v a r de t n o t i o n a r v e l l - s l 3 € b c i r r g ' , s v c b r i l o g i c a l c i e n c e ,o l ' P S v 3' pp' 172-17'5' F! ,19. Freclrickson, sc Tugade,Ivl.200,+,'Resilient B. inclividuals usc positrveetrlotiot.ts bounce b'rck frotTt to (d H Psl'cbr'r/Ogr', 86' r'ro'l' r'ol' .lournal oi Persortalitl'arttlSctcial FI ,egative er.noti91:rl expericnces', pp.320-333 tor .50. Vi/cntzcl, K.R. 6{ Watkir-rs D.E. 2002,'Peer rclatit.rr.rships coll:rbolativclearningas corltets and a c a d e r n i e n a b l e r s ' , c h r x i lI ' s y c h o l o g l ' R e u i e tv o l ' 3 1 ' n o " 3 ' p 1 . r ' 6 6 - 3 7 7 ' c S u' 3 p o s i t i v e f f e c t :D o e sl r a p p t n e s s a . 5 . l . y u b o m i r " s k S,. , K i n g , l - . & L ) i e n e rE . 2 0 0 - 5 , ' T h eb e n e f i t s f f r e q u e n t 1 y , o lead t<rsucces , Ps1'chological 5?' Bulletin, vol' 1'l I ' no' (r, pp' 80'3-855' ' 5 - 5 ' r l o1 ' ' - 5 2 .M y e r s , D . C ; . 2 g 0 0 , ' T h e f u n d s , f r i e n c l s a n d f a i t h a p p v p e o p l e ' . A n t e r i c a n P s l ' c h o l o g i s t , v l ; l hof pp. ,56-67. r ' o l ' . 5 . 5n o ' I ' p p ' 1 5 - 2 3 ' , . 5 3 . B u s s ,D . M . 2 0 0 0 , ' T h e e v o l u t i o no f h : r p p i n e s sA,n t e r i L : a n s 1 ' c h t t l o g , i s t , ' P tX/hyMafriages succeed Fail, sirnon & schuste Nerv Ytlrk' rtr r, -54. (iottn-ran,.l.199-5, .55. G<rttrnan, & Silvcl N. 2004, The Seuert J. I'titlcil)iesior M,tking MLlftiageWrrl, Crown Puhlrshers' Ne',v York. 515.McGrath, H. & Edrvards,H. 2010, Diificult Pervnalities, Penguin' N4elbourne' 19
- 20. Handbooli Back! l'ears goo'rce 5 -8 Publisliers'Nerr ,tlrk. I'iuittg I]utll,,tntl,j,,'L,letrtttrr l)s,-cli,ltlltlgl,tli ti.dirgs" 57. l,eicorrrt'H.N4' 2()()I, Hunttlr.:7-h'e ru.,n,,*,t,,gi..t issues rese:rch rrncl I{.A.2001, rar-rghter pr-'"!i.'.ir.'.^ii-', H.,;'';,., '" Marrtin, 513. ""a l9 BLtlletir,vol. 127. pp 5t)4-5 (.Bps)', c.hittl Hcalth l)t'.trt'ti,tt ;r;,;;;;;i.;g:rical ra..nu,. a,r/sch,,,,,',g *,,' ,, ii1j;fl;;ii.rtli;1,,,'J.1,1rik;:;llul;xlur)i['i,li;;;;,,]. rtf' NationalSafcschools/Pagcs/lesearch'.lspx anclirnpact m secor rdart,school pupils', ltntrrt.rl p.K.. et ar zttog,':c_vberbullying: narnre rts 60. Snrith, 4' pp"376-'3li'5' uid'Prlihi,rtry, vol' 49, no' - e llttt s child Psych.l,rgr- i p l e l n t e l l i S e r t c + IIll..t t t r r B . t t k ( ) r t e : M t l t inle tntellfuertces s T 1 0 0 - 5 E i g h t 1 t , ' t . 1 ,,si , " r " , , u 6 1 . N , l c ( i r a t hH . & N o b l e , , strategies' Pearson Educirtion'Svclllev' cl'tssrrtrtnt Ilet,iserl ?'axttrtttrrrl 200tliiferetttiattttlt = it.tt",t'' (iultivati'gengriged lc'rrnet.s.rrnd M,. l l f 0 0 ; , ' 1 f , * i n Prtsitite 62. Shernofi, ..f tt Csiksze'rrmihalyr D . irt()l.tildrertardY'itnh:Hantlbrt'ktti crptirr-r l ela r n r n g e n v i r o n t . e n t s ' , i t t , r L t t r t r t t i r ' * ' U ' " i t t ' " " NI' (ecls)' ['irrvrcncc L'r]hrrtrnr' R.. H,'.b:,.;,';.S.-s, lutlu''tg' I,srcholc,g|i,, tt,n s'r'iir,,i, cit,-'-,,,,-,, - t,11 M ahwah, Ncw Jerscy'.pl t t . ,..r ,-.,.,1e1111g rn sch..lchilclrcr . in Prrtrnrttirr,g t' '?l/rre-s-' irr o' "t r{' F-N c''*^'r'Hueb'cr' S l.r.pc ?,l,fi;),t,,),lii';,il]1"i,;i;ilX'ili,i']j],)lil:il:/,,;i;,;;;;,;),,,,r'' New lerser" Erlbantr'N'lahwah' Larvreuce (eds), N'l' Ftrrlor-rg, Hor"rse, Yo'l<' Rrn.j,,,n., Nerv 64. Dweck, lo,)r'ir')i.-it,"Nn,,,'1,-.r,,,1r.1,,rn,,/.s,,i..tt, C.s.2006, tr-5.scligman,M.2(X)'/,'l'ositivePsycholol;vontll""itiucEclucrrtionrvolkshopnotes''itrNlintl'lts Potenti:rl (ionferencc'Syclnev' l l ' r l l r t t i l i r r t t l ) ' l ll i t r t l l : illld "Iirr'rrlg:lc1()lesce!rts1 . l . r ri r r g l r ' . i l i u r t t ,lir 66. Howrrrd, S. &.Johnson, U' 2000' ( r r n l r t ' r t l r t "I ' t t i r c t s t r r ' t l "' - ('iln schoolst.trrrkc' . l i I t . , . ' , . . : " . r r r A A R I . irorn a'qualitatit't 'tud" it.'tigf.',t rtlner' f , r , , r i , ' r ' r , ' . ' , p r ' ) r ; , I-etrrnit-tg l c r l t " t l t : A Nlc.tll-Arl:rlvsls l r . l t l l i l l [ N'let1r<lcls: 1 r t ' l - ] N D.W.' J<lhnscln, ti7. Jcllrnscln, R.T. & Sttrnc'M.B. 2()0()'.(iotllrerlrtir,t. "uuru*..1.r.'.,rnr/peges/cl-rlretl-roc1s'htnrl -fime.Sc'lr'ttiotrs -.- ( .-l-,..-l (irctrting Oaring School ('omnrttrritics"l{t'port tor the 6ti. NlcC,arthv' Ir. 2009"C'ircle Fl NSW Departnlentof Eclr'rcatiotl irnclIirtilrrrlg' j,itrrnrr,. SagePublicatr.trs'I-.nclotr' f:i,'ri'li*, 1r.trt.rt,,firttal 59. Rcrffe,v, 2006, S. (i:rrt1ncr"I"Q Air-str'l/l'l' r'ol' 'i' no l' itrtcrviev*litt Ht'*'"1'a 70. Noblc. T. 8{ (irernt,tr,r.rqqz,'An ' ' . - " t i ; , . ' 1 ; 1 l R . J . 2 0 0 7 , T ' l l e A r t i S t : j c l r c . c o | . T e(,ittc l lriin g , l,r . r n r l t t 4 l 1 e l l t ' t t :A:l,e r , , ;n c!],r.i,r!v 'i,t)''g r l l t r r ' : A(',t , ,| ;r ]| ) r an.t ,r cr [)evelopnlent. I r t s t r r r c t i r r t , A s s . c L a r if . r - S u p e r ' i s i o n .n 20