This document summarizes a study on promoting student resilience through education in Japanese private high schools. Researchers collaborated with teachers and counselors to deliver a positive psychology program called SPARK to 91 first-year and 87 third-year students. They measured resilience before and after using the Bidimensional Resilience Scale. Results showed significant increases in overall resilience. Students reported better understanding themselves and their perspectives. Teachers observed students becoming more aware of their psychological processes and utilizing resilience skills. The researchers concluded that education can effectively promote student resilience when closely collaborating with schools to deliver localized programs.

1. Resilience education
from triadic harmony in Japan
Through collaboration with teachers, school counsellors,
and researchers
3rd of July 2014
Chieko Kibe (Ochanomizu University)
Miki Suzuki (Ikubunkan Institute of Education)
Mari Hirano (The University of Tokyo)

2. The Japanese youth
(Japan Youth Research Institute, 2011)
(n=3933)
(n=1176)
(n=1011)
(n=1113)

3.  Can education 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)
Research Question

4. Outline
• Context
• Private high school
• 1st grade students (n=91)
• 3rd grade students (n=87)
• Procedure
1. Intervention
2. Pre-/post-assessment
3. Feedback & consultation
S.C.
Researchers
Teachers
Students

5. support
requests
consultation
based on data
program
deliver
measurementfeedback
daily
information
consultation
program
modification
assessment
Researcher
SC
Teacher

6. •SPARK(Boniwell & Ryan, 2009)
 12x60min lessons (for 11+)
 Positive psychology
 Resilience
 Post traumatic growth
 Cognitive behavioral therapy
•Program delivery
School counsellor
Localization
Intervention
P
A
R
K
S

7. • Program accommodation in the
school context (re-organization)
Localization
(material courtesy of Suzuki, 2013)

8. • Tailoring materials and works
Localization
(material courtesy of Suzuki, 2013)

9. •Resilience (Bidimensional Resilience Scale: Hirano, 2010)
Based on Temperament and Character Inventory
(Cloninger, 1993)
Psychobiological model of personality
Character
Acquired Resilience
Temperament
Innate Resilience
Measurement

10. Results
Overall impacts of intervention
*
***
***
*p<.05, **p<.01, *** p <.001
N=178

11. Results
• 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 understand that negatives are not necessarily
bad, and what really matters is my own attitude.”

12. Results
• Teachers’ feedbacks
– Students seem to have become more aware of
their psychological process
– Teachers utilize skills from resilience education
– Individual consultation in depth

13. Conclusion
• Education can promote student resilience
• A close liaison is the key for successful
implementation
• Continuing empirical validation is crucial
for sustainable resilience promotion

14. Acknowledgement
<Ikubunkan Institute of Education>

15. Thank you for your attention!