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1) The document presents evidence from a study in Japan on developing resilience in students through classroom-based interventions. 2) The study involved delivering a 12-lesson program called SPARK to students ages 11+ across two grades to teach resilience, post-traumatic growth, cognitive behavioral therapy and positive psychology skills. 3) Results found that the intervention significantly increased students' overall resilience and had differential benefits based on students' developmental stages, with less resilient individuals showing greater gains. Student feedback also indicated the program helped them understand themselves and situations better.
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Resilience is the ability to recover and adapt positively in the face of stress or adversity. It is a multidimensional construct involving personal characteristics, external protective factors, and dynamic processes. Developing a comprehensive understanding of resilience across the lifespan is important for mental health promotion and identifying risk factors. Resilience has biological underpinnings and is influenced by factors such as genetics, environment, and neurochemistry. It can be affected by life experiences and interventions, and understanding its neurobiology may open new areas for treating mental disorders.
Problem Solving in Everyday Life Following Brain Injury: Current Research
This document summarizes Dr. Laurie Powell's presentation about problem solving interventions following brain injury. Some key points:
1. Dr. Powell directs the Center on Brain Injury Research and Training (CBIRT) at the University of Oregon, which conducts research and training to help those with traumatic brain injury (TBI).
2. CBIRT's research focuses on systematic instruction techniques and meta-cognitive strategy instruction to support improved problem solving following TBI.
3. Their current project involves developing an integrated web-based and mobile app intervention called "ProSolv" to help individuals with TBI generalize problem solving strategies to everyday life.
Understanding resilience in language teaching
Paper presented at the Language Education Across Borders international conference (Graz, December 2017)
Game sense pedagogy approach
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Informe de Resiliencia
This document presents the results of a study on resilience levels among students in the Natural Sciences career at UPNFM Tegucigalpa 2021. A sample of 109 students was used out of a population of 396, with a sampling error of 0.09. Most of the sample showed high resilience. There were similarities in resilience by gender. Students aged 17-28 showed higher resilience than those aged 29-40. The study found students strongly agreed with being able to overcome difficulties due to past experiences and maintaining a sense of humor. The majority agreed they like themselves. Most were neutral about rarely thinking about why things happen.
Facing our demons: Do mindfulness skills help people deal with failure at work?
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UNIT VIII.pdf
1. The document discusses human responses to illness, including defining coping and stress patterns. It describes three models of stress: stimulus-based, response-based, and transaction-based.
2. Physiological and psychological manifestations of stress are identified, including increased heart rate, sweating, anxiety, fear, and depression. Different types of coping strategies like problem-focused, emotion-focused, adaptive, and maladaptive coping are also discussed.
3. The nursing process for assessing and managing stress and coping patterns is outlined, including performing assessments, making nursing diagnoses, planning and implementing interventions to promote healthy coping strategies and minimize anxiety.
MSPres
This document summarizes research on the use of sensory rooms for mental health clients. It discusses how sensory-based interventions can help regulate clients and avoid crisis situations. The literature review finds that sensory rooms have been used since the 1970s and research shows they can help reduce distress levels. Sensory rooms provide relaxation, stimulation, and rapport building. A case study example is also provided of how sensory room techniques could benefit a client diagnosed with bipolar disorder.
Test Anxiety
This document discusses test anxiety and its effects on students. It provides statistics showing that between 25-40% of students experience debilitating stress from testing. Test anxiety can have mild effects like rapid heart rate or moderate effects like crying or illness. For some students, it can be extreme and comorbid with disorders. The document offers tips for students, parents, teachers, and schools to help reduce test anxiety, including relaxation techniques and emphasizing long-term learning over test results. Overall, it examines test anxiety as a serious issue but says evaluation is part of life and students need to learn positive ways to address it.
Resilience.pptx
Resilience refers to positive adaptation despite significant adversity or risk. It involves maintaining healthy functioning or recovering quickly after a traumatic event. The document discusses resilience from developmental and clinical perspectives. Key aspects of resilience include external adaptation to social expectations and internal adaptation of well-being. Protective factors within individuals, families, and communities can promote resilience in children and adults facing hardships. Successful aging is defined as maintaining high functioning without disease in older adulthood through engagement and adaptation.
The ONE-MINUTE PRECEPTOR
The document describes the One Minute Preceptor (OMP) model, which is a 5-step approach for structured clinical teaching encounters lasting 5 minutes or less. The 5 steps are: 1) Get a commitment from the learner, 2) Probe for supporting evidence, 3) Teach general rules, 4) Reinforce what was done right, and 5) Correct mistakes. Using these microskills allows the preceptor to identify knowledge gaps and focus teaching on the learner's needs. Examples and non-examples are provided for each step to illustrate its proper use. The document also provides tips for effectively applying the OMP model in difficult teaching situations.
Trauma & Attachment informed practice for children in residential and foster ...
Trauma & Attachment informed practice for children in residential and foster ...fiveriverschildrensservices
This document discusses childhood trauma and its treatment within an integrated residential and educational environment. It defines different types of trauma including acute, chronic, and complex trauma. Symptoms of complex trauma are then outlined. Statistics on childhood trauma within the general population and looked after children are provided. The document emphasizes that effective trauma-informed assessment and treatment can help children recover from traumatic experiences. Core components of trauma interventions are described, including safety, self-regulation, relationship building, and future focus. The benefits of a therapeutic learning environment for traumatized children are explored. Overall it promotes an integrated approach addressing children's emotional and academic needs to facilitate recovery from trauma.mindfulness
The document discusses a study that examined the relationship between mindfulness and test anxiety among senior high school students. It found that the students reported a moderate level of mindfulness overall as well as in specific facets like observing, describing, and non-judging. It also found that through practicing mindfulness, the students reported a low level of test anxiety, contrasting with prior high levels of anxiety. The study aims to provide a basis for strengthening mindfulness programs in schools to help reduce students' test anxiety.
Resilience.DV9.2
This document discusses resilience in children who experience adversity such as domestic violence. It defines resilience as an inner ability to heal positively despite trauma, maintain competence, and recover from stressful events. Resilience involves overcoming risks, coping well, and developing normally even after intense stress. Factors that promote resilience are protective buffers that can decrease dysfunction and facilitate intervention. Biological factors like the limbic system and prefrontal cortex relate to resilience, as does cognitive perception of challenges.
IntroductionIt is the purpose of this manual to teach instruction.docx
Introduction
It is the purpose of this manual to teach instructional designers how to properly utilize the selected learning strategies when creating learning materials. The strategies discussed in this manual are: positive reinforcement, chunking, mnemonics, signaling, and scaffolding. Techniques were selected to range the most common theories of how students learn. Also these strategies are among the most recognizable of learning techniques. After reading this manual, designers will be well informed on the basics of strategies of learning and how to implement them in instruction. Each section is structured in the following manner:
· A short example of the strategy
· Vocabulary and definitions for the section
· A discussion of the how the strategy is fits into learning theory
· What types of instruction or learning fits best with the strategy
· A short review of the literature on the subject
· Tips for implementing the strategy
· Further reading on topics discussed in the chapter
Objectives
For each of the strategies the instructional designer will:
1. know how the strategy is based in specific learning theory
2. be able to think critically on when to select and use the strategy
3. familiarize themselves with research on the topic
4. be able to utilize the discussed aspects of the strategy to create instruction
Table of Contents
Introduction 1
Objectives 1
Table of Contents 2
Positive Reinforcement 3
What it is 3
When to select and use it 3
Why it should be selected 4
How it is best utilized 4
Related research 5
Chunking 6
What it is 6
When to select and use it 6
Why it should be selected 6
How it is best utilized 7
Related research 7
Mnemonics 8
What it is 8
When to select and use it 8
Why it should be selected 8
How it is best utilized 9
Related research 9
Signaling 10
What it is 10
When to select and use it 10
Why it should be selected 10
How it is best utilized 11
Related research 11
Scaffolding 12
What it is 12
When to select and use it 12
Why it should be selected 12
How it is best utilized 12
Related research 12
References 13Positive Reinforcement
Example
A student, seen sharing his toys with another student, is told “That was very nice of you, Sam.”What it is
Behaviorism forms the background of positivereinforcement. Popularized by B.F. Skinner, behaviorism is the theory that learning occurs because the student is conditioned to react in a certain way to stimuli. Learning strategies for this theory seek to change the probability that an event will happen by presenting the learner with consequences for performing an action. This consequence, whether good or bad, reinforces a desired outcome. Skinner believes that it is only the consequence that affects the probability of an action reoccurring, the thought process of the subject is not important (Driscoll 2005, p. 32-36).
Positive reinforcement is possibly the most well-known of behaviorist strategies. Driscoll defines positive reinforcement as “presentation of a reinfor.
De-Esclating Aggressive Behaviors (2017).pdf
This document provides information on de-escalating aggressive behavior in school settings. It discusses four types of violence seen in adolescents and the risks associated with physical restraint and seclusion. It notes that restraint and seclusion are often used for non-emergency reasons like noncompliance. The document recommends training staff on de-escalation strategies like understanding triggers, using non-threatening communication, and focusing on teaching prosocial skills rather than punishment. Crisis intervention training has been shown to significantly reduce the use of restraint and seclusion.
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C lea conf pres s4
The study aimed to demonstrate that high and low life satisfaction results from how people differentially use information about their life domains. 201 online participants rated their life satisfaction and satisfaction across 12 domains like relationships, health, and job. For life satisfaction ratings, participants described their thoughts. Responses were coded for domain mentions. Those highly satisfied mentioned best domains, while less satisfied mentioned worst domains, supporting the idea that judgments are shaped by selectively using positive or negative information. The findings suggest a cognitive mechanism influencing life evaluations.
Weiting ng s8
This document discusses a study on the moderating role of personality on the efficacy of positive interventions. It first reviews research showing that positive interventions like gratitude exercises and acts of kindness can boost well-being. However, personality traits like neuroticism may moderate these effects. Specifically, one study cited found that low-neuroticism individuals experienced higher happiness from gratitude and kindness activities compared to controls a week after, but high-neuroticism individuals did not see these lasting benefits. The document concludes that while positive interventions are generally effective, customizing them based on individual personality factors could maximize their impact on well-being.
Gruner PS17
This document reports on a study that examined the relationships between wealth, health, and happiness using data from 72 countries. It finds that while wealth is positively correlated with happiness and health, happiness fully mediates the relationship between wealth and health. Specifically, higher national wealth is associated with greater reported happiness, and greater happiness in turn is associated with better health outcomes. The study concludes that wealth alone cannot satisfy well-being, which depends more on experiencing happiness. It suggests countries focus on increasing opportunities for engagement and optimism once basic needs are met.
Boerefijn w9
This document summarizes a study on lessons in happiness taught to secondary school students in the Netherlands. It provided an overview of the study which randomly assigned 15 classes (381 students) to receive 6 lessons on happiness over 50 minutes each, while a control group of 10 classes (250 students) received the usual mentor classes. Questionnaires were given before and after to measure happiness and health, and grade point averages were compared before and after. The results showed that students who received the happiness lessons had higher GPAs at the end of the school year compared to the control group.
Donaldson s19
Positive psychology is the scientific study of human thriving and optimal functioning. It emerged in 1998 and has seen rapid growth. The field focuses on positive subjective experiences, traits, and institutions. Positive psychology aims to improve quality of life and prevent pathologies by focusing on what enables individuals, groups, and communities to thrive. While critiqued as not being new or lacking conceptual clarity and scientific rigor, the field has made progress in taking stock of findings and advancing the evidence base through empirical studies. Key areas of research include well-being, character strengths, hope, gratitude, resilience, growth, and performance. Intervention studies target outcomes like well-being, cognitive hardiness, hope, resilience and engagement through techniques like mindfulness, coaching,
Alastair arnott w6
Positive failure is a new theory that suggests experiencing small, controlled failures can help build resilience and self-efficacy. It proposes exposing people to short-term setbacks and challenges in a supportive environment so they can learn from mistakes without long-term negative consequences. Implementing elements of positive failure into interventions may help people develop psychological resources to cope with larger failures and adversity.
Rademacher w2
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Bolier et al is1
This document summarizes a key symposium on online positive psychology. It includes summaries of presentations on designing positive technology for well-being, using technology for individualized positive interventions, and an app to enhance resilience in breast cancer patients. It also summarizes the evidence base for online positive psychological interventions. While some studies found increases in well-being and decreases in depression, effect sizes were small and adherence was low. Future research opportunities include improving designs, exploring blended models of online and in-person interventions, and conducting implementation research to increase the reach of positive psychology.
Worth w10
This document summarizes a workshop on embracing the "dark side" of positive psychology. The workshop included four presenters who discussed topics like:
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2) A talk on suffering, compassion and growth, noting how emotions contain multiple elements in a complex, inherently dialectical relationship. Cultivating compassion involves opening up to others' pain to promote kindness.
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This document discusses the origin and purpose of the annual "Hope-Barometer" survey, which was started in 2009 to study and promote discussion of hope as a counterbalance to existing surveys that focus on fear, worries, and worst-case scenarios. It aims to collect data on hope through an online survey measuring various aspects of hope, outlook, meaning, and well-being. The survey has grown over time and in 2013 included nearly 22,000 participants across Switzerland, France, Germany and the Czech Republic. Results are shared with the public and media to bring more attention to discussions of hope within academia and politics.
Von richter ps8
Anouk Programme helps create colorful murals in hospitals and nursing homes to create a more welcoming environment for children and elderly patients. They work with patients, healthcare staff, and experienced artists over 2-5 week missions to design murals tailored to the needs of each institution. Studies show these murals can improve patients' and staff's well-being and outlook, encourage social interaction, and reduce maintenance costs. Anouk has completed over 100 projects across 12 countries, benefiting over 960,000 patients.
Toepfer ps1
1) The study examined mothers' perceptions of marital quality over two years following childbirth and factors that may influence these perceptions.
2) A structural latent growth model was used to analyze data from 707 mothers collected at 1 month, 1 year, and 2 years postpartum.
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Stewart is2
This document summarizes research on factors that predict and promote resilience in physically ill individuals. It finds that psychological factors like self-esteem, optimism, and mastery are associated with resilience. Effective coping strategies include spirituality, positive appraisal, and benefit finding. Social support from family and friends also predicts resilience. The document reviews studies on specific illnesses and interventions to increase resilience. It concludes that understanding resilience could help improve care and outcomes for physically ill patients.
Saccaggi ps25
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Roos ps7
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Rombs soroczan ps22
This document discusses human flourishing from positive psychology and social science perspectives. It notes that while positive psychology has addressed topics like well-being, hope, and life satisfaction, it has been criticized for lacking a unified theory. Recent work asserts human flourishing as the goal. The document also discusses views of flourishing in sociology, as arising from community and social practices, which positive psychology tends to study at the individual level. Greater integration is needed between positive psychology and social sciences' contextual understandings of human flourishing.
Roffey & palmer w22
The document discusses teacher wellbeing and its importance. It notes that teacher wellbeing is linked to better student outcomes, and explores factors that enable teacher wellbeing at both the individual level and whole school level. Specifically, it summarizes research finding that teacher wellbeing accounts for an 8% difference in student outcomes. It advocates for taking a whole school approach to promoting teacher wellbeing through small, consistent efforts over time such as positive leadership, activities, and culture.
Ps1
1) The study examined whether a short intervention using personal motto-goals could boost positive affect and vitality regarding an unpleasant obligation.
2) Participants were randomly assigned to either a motto-goal condition or a positive picture condition and completed questionnaires measuring vitality and positive affect before and after.
3) Results showed that those in the motto-goal condition reported significantly higher vitality after the intervention compared to the positive picture condition, but there was no difference in positive affect. However, motto-goals seemed to help form a more positive view of the obligation.
4) The findings suggest that motto-goals may be an effective way to turn an unpleasant duty into a more positive experience by boosting energy levels.
Plavsic ps34
This study explored the relationship between wisdom and health in adults. 323 Croatian adults completed measures of wisdom, health, self-esteem, life satisfaction, depression, and anxiety. Participants scoring highest in total wisdom reported better health, higher self-esteem, greater life satisfaction, lower depression, and younger age compared to those scoring lowest. Higher scores on emotional regulation, humor, and openness dimensions of wisdom specifically correlated with better health outcomes. The results suggest wisdom is positively associated with psychological well-being and health.
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Kibe is8
- 1. Developing resilience through classroom-based interventions Evidence from Japan Chieko Kibe Department of Psychology Ochanomizu University Tokyo, Japan Chieko.kibe@gmail.com 03/ July/ 2014
- 2. The world youth • About 11%of adolescents have a depressive disorder by 18 (NIMH, 2014) • The youth well-being of US and UK were ranked at the bottom 2 out of 21 industrialized countries (UNICEF, 2007)
- 3. The Japanese youth (n=1113) (n=3933) (n=1176) (n=1011) (Japan Youth Research Institute, 2011)
- 4. Can classroom based intervention promote students resilience? Resilience is… The flexibility in response to changing situational demands, and the ability to bounce back from negative emotional experiences (Tugade et al., 2004)
- 5. SPARK(Boniwell & Ryan, 2009) 12 X 60min lessons For children 11+ Resilience Post traumatic growth Cognitive behavioral therapy(CBT) Positive psychology
- 6. Resilience Teaching resilience skills early acts as an inoculation against depression Resilience skills develop hopeful, optimistic, productive attitudes Never too late or too early
- 7. Post traumatic growth The ability to find positive benefits from a stressful or traumatic experience Outcome of dealing with the trauma
- 9. The Blamer spends its time blaming other people for the situation. It looks rather bullish and puffed up. It often feels angry. The Blamer He/she is so stupid! They always do it to me! It’s all their fault! They need to think about what they do more carefully
- 10. HERE’S THE AVIARY... In the bird cage
- 11. HERE’S THE AVIARY... Resilience muscles
- 12. Procedure • Program delivery School counsellor (S.C.) Localization 1st grade(n=91): part 1 & 2 3rd grade(n=87): part 1 • Assessment Pre-/Post- intervention S.C. Researchers Teachers Students
- 13. Hypothesis 1. Students differ their resilience level individually as well as developmentally. 2. Less resilient individuals benefit more in response to the intervention. Psychobiology theory of Personality (Cloninger, 1993) Differential susceptibility theory(Pluess & Belsky, 2010)
- 14. Measurement • Resilience (Bidimensional Resilience Scale: Hirano, 2010) Based on Temperament and Character Inventory (Cloninger, 1993) Psychobiological model of personality Character Acquired Resilience Temperament Innate Resilience
- 15. Results Overall impacts of intervention N=178 *p<.05, **p<.01, *** p <.001 * *** ***
- 16. Developmental differences (t1) *** *p<.05, **p<.01, *** p <.001
- 17. Differential group benefits(t2-t1) *p<.05, **p<.01, *** p <.001 ****
- 18. Students feedbacks “I realized my own pattern of perception, I think I understand myself better now.” “Learning resilience enabled me to see things from multiple perspectives.” “I came to know that negatives are not necessarily bad, and what really matters is my own attitude.”
- 19. Conclusion • Classroom based intervention can promote students’ resilience • Developmental and individual differences must be addressed • Effectiveness of intervention may differ according to the dimensions (i.e. innate and acquired) • Continuing empirical validation is crucial for sustainable resilience promotion
- 20. Acknowledgement <Ikubunkan Institute of Education>
- 21. Thank you for your attention!