This document discusses promoting emotional resiliency in children. It defines resiliency as the ability to bounce back from difficulties and adapt to challenges. A resilient child is motivated, asks for help, and connects with others. The document outlines risk factors like family stress, child temperament issues, and experiences of abuse. Protective factors include a supportive family, social skills, autonomy, and a sense of purpose. Ways to build resiliency are through predictability, teaching competencies and coping skills, social connection, and perceived control. The resiliency wheel model emphasizes prosocial bonding, clear boundaries, life skills, caring support, expectations, and participation. Children draw resilience from relationships, personal qualities, and problem-solving
This was released as Episode 384 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
How to build your own resilience and the resilience of your team.
slides accompanying the Rowan workshop and talk on Building Resilience, available inhouse or as a speaker.
This was released as Episode 384 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
How to build your own resilience and the resilience of your team.
slides accompanying the Rowan workshop and talk on Building Resilience, available inhouse or as a speaker.
Resilience speaks to one’s ability to bounce back from difficulties and catastrophes experienced in life. Resilience is essential to navigating life because adversity and challenges are inevitable. While there are a variety of things related to resilience, the following is a list of resilience power words. Each of these words is linked to the development of resilience, which ultimately equates to the ability to handle adversity with grace.
A fun and interactive look into resilience and developing this personally and professionally within an organisation. The games and ideas within the presentation will make you think!
The stress response
Eustress vs. Distress
Stress Origins & Body Systems: Neurochemical and Endocrine
Symptoms
Stress Related Illnesses
Recognize the Problem: ABC Strategy
The Resilience Factor
Stress Management, Stress Reduction and Lifestyle Changes
A certain level of stress is normal. And positive stress responses from events such as changing schools and meeting new friends can actually help students learn and grow. But when exposed to repeated stressful events without the tools to manage feelings, stress can become emotionally and physically toxic. This guide explains the symptoms of stress in students from elementary school through college and provides strategies teachers and parents can use to help.
Resilience is the ability to bounce back which starts with having a healthy foundation and viewing adversity as an opportunity to grow and face a new challenge
Wednesday, September 17 kicked off our fall theme of Building Resilient Workspaces. Andrew Soren a graduate of, and Assistant Instructor at, the University of Pennsylvania's internationally renowned Master of Applied Positive Psychology and a Senior Advisor of Talent Management at BMO, provided a thought provoking introduction to the science of resilience.
http://todn.org
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
We have developed a self-assessment tool that measures a person\'s resilience under stress. These slides are from my workshop at the International ASTD Conference in Atlanta in 2008.
Powerpoint slides on resilience for career counselling purpose to help unemployed job seekers to discover themselves and stay positive during this difficult period.
Resilience speaks to one’s ability to bounce back from difficulties and catastrophes experienced in life. Resilience is essential to navigating life because adversity and challenges are inevitable. While there are a variety of things related to resilience, the following is a list of resilience power words. Each of these words is linked to the development of resilience, which ultimately equates to the ability to handle adversity with grace.
A fun and interactive look into resilience and developing this personally and professionally within an organisation. The games and ideas within the presentation will make you think!
The stress response
Eustress vs. Distress
Stress Origins & Body Systems: Neurochemical and Endocrine
Symptoms
Stress Related Illnesses
Recognize the Problem: ABC Strategy
The Resilience Factor
Stress Management, Stress Reduction and Lifestyle Changes
A certain level of stress is normal. And positive stress responses from events such as changing schools and meeting new friends can actually help students learn and grow. But when exposed to repeated stressful events without the tools to manage feelings, stress can become emotionally and physically toxic. This guide explains the symptoms of stress in students from elementary school through college and provides strategies teachers and parents can use to help.
Resilience is the ability to bounce back which starts with having a healthy foundation and viewing adversity as an opportunity to grow and face a new challenge
Wednesday, September 17 kicked off our fall theme of Building Resilient Workspaces. Andrew Soren a graduate of, and Assistant Instructor at, the University of Pennsylvania's internationally renowned Master of Applied Positive Psychology and a Senior Advisor of Talent Management at BMO, provided a thought provoking introduction to the science of resilience.
http://todn.org
Social and emotional learning (SEL) is a way which enables the students to learn life skills, mental skills and maintain social relationships.
Source<> http://www.edubilla.com/blog/social-and-emotional-learning/
We have developed a self-assessment tool that measures a person\'s resilience under stress. These slides are from my workshop at the International ASTD Conference in Atlanta in 2008.
Powerpoint slides on resilience for career counselling purpose to help unemployed job seekers to discover themselves and stay positive during this difficult period.
Tim Sweeney, Licensed Clinical Social, presents The Special Needs Family as part of the 2009 Spring Brown Bag Autism series at the University of Mary Washington.
Steve Vitto Positive Parenting Part TwoSteve Vitto
Steve Vitto's presentation for Parent Nights at Reeths Puffer Elementary School, Shelby Association for Retarded Children-Shelby Town Hall, & Muskegon, Michigan ARC
2010
Available in English and Spanish
svitto@muskegonisd.org
Material from the 2nd Spiritist Educators'Seminar, held at the Spiritist Society Seeds of Light, in Ft. Myers (FL), on January 31st and February 1st, 2015.
Forum 8When we take good look at the families around us tod.docxalisoncarleen
Forum 8:
When we take good look at the families around us today it's clear they are diverse. There's an increase in single-parent, gay and lesbian, grandparent, blended family, and nontraditional households. It's clear that the family plays a huge role in a child's development. That being said, think about your childhood and your family. Who and what were you surrounded by, impacted by?
Now that you’ve got a better understanding of child development, please read [
Developmental Assets
] . Count the number of "Assets" you experienced as a child (note that some assets are related to the child's internal attitudes and behaviors and others assets are related to external elements of the child's world). After you count your experienced assets, post your number of assets and your reaction to your selected assets.
Based on what you've learned, do you think the number of assets someone has affects their overall development? Why or why not?
Do you think understanding child development can make someone a more effect parent, caregiver, and/or professional working with children? Please explain your answer.
40 Developmental Assets
How Many Have You Experienced?
Asset Name & Definition
Support
Family support
Family life provides high levels of love and support.
Positive family communication
Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parent(s).
Other adult relationships
Young person receives support from three or more nonparent adults.
Caring neighborhood
Young person experiences caring neighbors.
Caring school climate
School provides a caring, encouraging environment.
Parent involvement in schooling
Parent(s) are actively involved in helping young person succeed in school.
Empowerment
Community values youth
Young person perceives that adults in the community value youth.
Youth as resources
Young people are given useful roles in the community.
Service to others
Young person serves in the community one hour or more per week.
Safety
Young person feels safe at home, at school, and in the neighborhood.
Boundaries and Expectations
Family boundaries
Family has clear rules and consequences, and monitors the young person's whereabouts.
School boundaries
School provides clear rules and consequences.
Neighborhood boundaries
Neighbors take responsibility for monitoring young people's behavior.
Adult role models
Parent(s) and other adults model positive, responsible behavior.
Positive peer influence
Young person's best friends model responsible behavior.
High expectations
Both parent(s) and teachers encourage the young person to do well.
Constructive Use of Time
Creative activities
Young person spends three or more hours per week in lessons or practice in music, theater, or other arts.
Youth programs
Young person spends three or more hours per week in sports, clubs, or organizations at school a ...
2. Resiliency
The ability to bounce back from set backs and
overcome hardships
“Human personality is viewed as a self-righting
mechanism that is engaged in active, ongoing
adaptation to the environment.”
-Urie Bronfenbrenner
3. Is courageous
Is motivated to move forward
Knows him/herself
Laughs
Bounces back
Asks for help
Accomplishes goals
Shares feelings
Connect with others
Gives back
A Resilient Child…
4. Risk Factors: Family
Stressful pregnancy, fetal substance exposure, complications
Poor attachment, long maternal absences
Poverty, single parenthood
Crowded family, close born siblings
Frequent moves
Eric Vance, MD
5. Risk Factors: Child
“Difficult” temperament
Developmental delays, neurological disorder, mental retardation,
serious medical problem
Early aggression (<6 y/o)
Childhood psychiatric d/o
Early legal problems (<12 y/o)
School behavior problems or learning disorder
Eric Vance, MD
6. Risk Factors: Experiential
Exposure to violence in home or neighborhood
Child neglect, physical abuse, sexual abuse
Harsh punishment
Chronic parent-child conflict
Predominance of negative peers
Removal from home
Eric Vance, MD
7. Protective Factors: Child
First born child
Easy, adaptable temperament
Social competence (including peers, school, community)
Problem-solving skills (including self-control and self-
regulation)
Autonomy (independent, out-going toddler)
Sense of purpose and future
Good sense of humor
Shows empathy and nurturance
-www.psychology.ccsu.edu
-Eric Vance, MD
8. Protective Factors: Family
Secure attachment and warm relationship
Parental- employment, HS education and social support
Consistent routines
Positive discipline with discussion
Family involvement with organized religion
Parental attention to child’s activities and friends Eric Vance, MD
9. Protective Factors: Involvement
Regular structured activity or hobby
Job, care-giving or volunteer work
Youth group
Adult mentor outside of family
Close, positive peer support
Eric Vance, MD
10. Protective Factors: School
Capable in student
role
Good problem-solving
Good reading ability
Adult mentor in school
Motivation towards
college
One or two friends
Eric Vance, MD
11. Protective Factors: Perception
Perceived competence at some skill or talent
Internal locus of control
Realistic hopes and expectations for the future
Perception that parent cares
Faith
Acceptance and perspective on past problems
Eric Vance, MD
12. Sense of Purpose and Future
Healthy expectancies, achievement motivation,
persistence, hope
Strongest predictor of positive outcome
Education aspirations better predictor than
academic achievement
www.psychology.ccsu.edu
13. Route to Resiliency: Predictability
Routines, rituals
Positive discipline (consistently warm but clear limits)
Stable parents
Involvements (hobbies, community, family)
What activities does your child feel like they do well?
Do you model the importance of hobbies?
Does your child have a routine?
Eric Vance, MD
14. Route to Resiliency: Competencies
Social/emotional skills
Problem-solving skills
Perceived competency in some area (for example/ music, art,
athletics)
Does your desire to protect your child communicate to them that you don’t think
they are competent?
Do you allow your child to fail and teach coping?
Do you model and allow the expression of a full range of emotions?
Eric Vance, MD
15. Route to Resilience: Social connection
Secure attachment and parental warmth
Peer support
Mentor support
Perception of caring
Connection to groups
Connection to higher power or greater purpose
How do you encourage empathy?
What activities does your family engage in that promotes caring for others?
What opportunities does your child have to do for others?
Eric Vance, MD
16. Route to Resilience: Perceived control
Internal locus of control
Optimistic thinking (negative events are temporary)
Plans for future
Use of faith or prayer
Do you give your child choices? Allow them to make decisions and handle
consequences?
Do you give specific and authentic praise?
Eric Vance, MD
18. To overcome adversities, children draw from three sources of resilience :
I HAVE…
I AM…
I CAN…
Three Sources of Resilience
International Resilience Project
19. People around me I trust and who love me, no matter what
People who set limits for me so I know when to stop before there is danger or
trouble
People who show me how to do things right by the way they do things
People who want me to learn to do things on my own
People who help me when I am sick, in danger or need to learn
I HAVE…
International Resilience Project
20. A person people can like and love
Glad to do nice things for others and show my concern
Respectful of myself and others
Willing to be responsible for what I do
I AM…
International Resilience Project
21. Talk to others about things that bother or frighten me
Find ways to solve problems that I face
Control myself when I feel like doing something not right or dangerous
Figure out when it is a good time to talk to someone or to take action
Find someone to help me when I need it
I CAN…
International Resilience Project
22. 6 step problem solving
1. What is the problem?
2. What could I do? (encourage lots of ideas)
3. List what might happen for each idea
4. Pick the best solution
5. Do it!
6. Did it work?
23. 2. Writes a speech and reads it in front of mirror
Coping step plan for
having to do a talk to
the class
1. Read a short story to mother / father
3. Presents speech to mother / father
4. Presents speech to the entire family
5. Presents speech to a friend
6. Presents speech to close group of
friends
7. Presents speech in front of class
Step
Step
24. For Help…
Start with Pediatrician
Contact a Child Therapist for additional help
On-line resources:
http://resilienceresearch.org/research/projects/international-resilience
www.psychology.ccsu.edu
https://www.healthychildren.org/English/healthy-living/emotional-wellness/Building-
Resilience/Pages/default.aspx
http://www.apa.org/helpcenter/road-resilience.aspx