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Resilience.pptx
- 1. Resilience
- 2. Definition….. Reducing the effects of significant adversity on children’s healthy development is essential to the progress and prosperity of any society. Science tells us that some children develop resilience, or the ability to overcome serious hardship, while others do not. Resilience is not a personal trait that individuals do or do not possess (thus, the term “resiliency” is best avoided because it connotes an individual characteristic), but rather a product of interacting factors—biological, psychological, social, and cultural—that determine how a child responds to traumatic events Over time, the cumulative impact of positive life experiences and coping skills can shift the fulcrum’s position, making it easier to achieve positive outcomes.
- 3. Some Research Findings….. • The single most common factor for children who develop resilience is at least one stable and committed relationship with a supportive parent, caregiver, or other adult. • Children who do well in the face of serious hardship typically have a biological resistance to adversity and strong relationships with the important adults in their family and community. • Learning to cope with manageable threats is critical for the development of resilience. • The capabilities that underlie resilience can be strengthened at any age. • Research has identified a common set of factors that predispose children to positive outcomes in the face of significant adversity. facilitating supportive adult-child relationships building a sense of self-efficacy and perceived control; providing opportunities to strengthen adaptive skills and self- regulatory capacities mobilizing sources of faith, hope, and cultural traditions.
- 4. What enables some people to bounce back from challenges while others crumble in a crisis? PERMA Model • Developed by Martin Seligman, the father of Positive Psychology • Contains five factors to help you build resilience and wellbeing • POSITIVE EMOTIONS • ENGAGEMENT • (POSITIVE) RELATIONSHIPS • MEANING • ACCOMPLISHMENT • THE BOTTOM LINE? • People who adopt and live by these five concepts have been shown to do better at university, excel even after setbacks in sports, are less likely to experience depression or post traumatic stress
- 5. PERMA • POSITIVE EMOTIONS • Positive emotions like happiness have an obvious connection to wellbeing. When we feel positive emotions we perform better, we respond more helpfully in our relationships, and we are more willing to hope for the best future, and to take risks to achieve that future. • ENGAGEMENT • Psychologists call that experience “flow” - a state of being fully engaged with a task and, according to Seligman, engagement is one of the five crucial building blocks of wellbeing. • (POSITIVE) RELATIONSHIPS • We struggle with our wellbeing when our relationships are destructive, draining, one-sided, or we are just isolated. However if your relationships make you feel supported, included, understood and cared for, you have set yourself up for a lifetime of wellbeing.
- 6. PERMA • MEANING • Seeing and working towards a meaning that is bigger and more important than just your own happiness is also important.Having a purpose to your life brings satisfaction, even if working towards that purpose does not directly bring positive emotion, flow, or any of the other building blocks of wellbeing. • ACCOMPLISHMENT • The final building block that allows humans to flourish is accomplishment,ora sense of mastery over something. Gaining mastery over something is important for its own sake, even if the accomplishment is not linked to any of the other building blocks of wellbeing.
- 7. Trauma-informed Care to Build Resilience to ChildhoodTrauma • Children who are exposed to traumatic life events are at significant risk for developing serious and long- lasting problems across multiple areas of development Childhoodtraumaoccurswhenachildexperiencesanactualorthreatenednegative event,seriesofevents, or set of circumstances that cause emotional pain and overwhelm the child’s ability to cope.
- 8. Impact A considerable body of research demonstrates that children suffer the most severe, long-lasting, and harmful effects when trauma exposure begins early in life, takes multiple forms, is severe and pervasive, and involves harm by a parent or other primary caregiver—often referred to as complex trauma.
- 9. Resilience to Childhood Trauma • There are always opportunities to support positive developmental trajectories among children, even if they have experienced trauma. • Ecological Approach to Resilience • It assumes that there are multiple levels of influence on a child’s development—the individual, parent, family, school, community, and culture—which may increase or decrease a child’s risk for and response to experiencing trauma. • These various influences are often referred to as risk and protective factors.
- 10. Risk and Protective Factors Risk • Risk factors are circumstances, characteristics, conditions, events, or traits at the individual, family, community, or cultural level that may increase the likelihood a person will experience adversity • Risk factors for specific types of trauma may vary, but commonly include living in poverty, a lack of social supports, and prior history of trauma. • The presence of risk factors or membership in a high-risk group does not necessarily mean that a child will experience trauma or its most adverse effects Protective • Protective factors can buffer children from risk and improve the odds of resilient functioning. • Protective factors are characteristics, conditions, or events that promote healthy development and minimize the risk or likelihood a person will experience a particular illness or event, or its related negative outcomes • Research shows that the strongest protective factor linked with resilience to childhood trauma is the reliable presence of a sensitive, nurturing, and responsive adult.[
- 11. Protective factors that promote Resilience to Childhood Trauma • Support from family, friends, people at school, and members of the community • A sense of safety at home, at school, and in the community • High self esteem and positive sense of self-worth • Self-efficacy • Spiritual or cultural beliefs, goals, or dreams for the future that provide a sense of meaning for a child’s life • A talent or skill in a particular area • Coping skills that can be applied to varying situation
- 12. TIC • TIC…..an approach • Children are far more likely to exhibit resilience to childhood trauma when child-serving programs, institutions, and service systems understand the impact of childhood trauma, share common ways to talk and think about trauma, and thoroughly integrate effective practices and policies to address it
- 13. The Four Rs Realize The widespread nature of childhood trauma and how it impacts the child’s emotional, social, behavioral, cognitive, brain, and physical development, as well as their mental health. In addition, adults must be aware of the influence of trauma on family members, first responders, service providers, and others who may experience secondary stress (trauma-related reactions to exposure to another person’s traumatic experience Recognize Recognize the symptoms of trauma, including how trauma reactions (i.e., symptoms of posttraumatic stress) vary by gender, age, type of trauma, or setting. In addition, the adults in children’s lives must understand that a child’s challenging behaviors are normal, self- protective, and adaptive reactions to highly stressful situations, rather than viewing that child as intentionally misbehaving Respond By making necessary adjustments, in their own language and behavior, to the child’s environment; and to policies, procedures, and practices to support the child’s recovery and resilience to trauma. Resist Re- traumatization By actively shaping children’s environments to avoid triggers (sounds, sights, smells, objects, places, or people that remind an individual of the original trauma) and protect children from further trauma, which can exacerbate the negative impacts of trauma and interfere with the healing process.
- 14. Essential Components of TIC • Providing adults (staff, leadership, families, and community partners) with training and professional development on childhood trauma is an important component of implementing TIC. • Although it is a critical component of TIC, training staff and parents on the impact of childhood trauma is not sufficient and does not in and of itself constitute TIC. TIC must also include comprehensive, ongoing professional development and education for parents, families, school staff, out-of- school program staff, and community service providers on jointly addressing childhood trauma. • TIC also means attending to the psychological and physical safety and well-being of the adults who care for children who have experienced trauma. Professionals, parents, and other caregiving adults may suffer secondary traumatic stress (trauma-related reactions to exposure to another person’s traumatic experience)
- 15. Resilience guide for parents and teachers • Make Connections • Help your child by having them help others • Maintain a daily routine • Take a break • Teach your child self-care • Move toward your goals • Nurture a positive self view • Keep things in perspective and maintain a hopeful outlook • Look for opportunities for self discovery • Accept change