how to build resilience in children and young adults. it include description and different activities to improve self-esteem, improve confidence. it will help for school counselors, school teachers and also for parents

1. HOWto Build
Resilience
Wajeeha Mumtaz
MS Clinical Psychology
Roll no 1275

2. Building
Resilience
“Fall down seven…
Get up eight…”
Japanese Proverb

3. We can’t
control what
happen to us
But we can
control how
we respond
(Leahy, 2003)

4. The cognitive
Model
Negative
feelings
Unhelpful
thoughts
Self
defeating
behavior
(Leahy, 2003)

5. Helpful
thoughts
More
constructive
behavior
More positive
feelings
(Leahy, 2003)

6. The Essential Building
Blocks of Resilience
Confidence competence
Connection Character
Contribution Control
(Grotberg, 2012)

7. I Have I Am
I Can
(Grotberg, 2007)

8. I Have
* People around me I trust and who love me, no matter what happen
* 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
(Grotberg, 1993)

9. I Am
* 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
* Sure things will be all right
(Grotberg,
1993).

10. I Can
* Talk to others about things that frighten me or bother 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
(Grotberg, 1993).

11. Time Management
Time Management

12. 3
How to Manage Time
2
1
Sort of life as a teenager.
Are friends important to be
around at this time? Do
you find yourself on the
internet a lot?
environment? Are your
parents around to assist
you or prefer to ask for
teachers' help
Prioritize the weekly
schedule as a student
List the exact due dates for
events, projects, essays, and
other homework

13. 4
5
6
Set a time limit on how
long you study for each
class
Get at least 6-9 hours of
sleep
Don’t neglect health and
leisure activities

14. A fixed Complete Time
Table

15. Objective
Group Size
The things that we keep hidden inside are our hurts,
emotional pain, scars, and anger. This activity gives
the opportunity to share their pain and the anger
with others. When people start to deal with these
feelings of anger before becoming destructive they
can experience happiness in their lives once again.
1 or more
Material
Paper, Pens or pencils, Scissors, pieces of thread
One small, and one large balloon for each person (not
inflated)
(Hiew, & Cormier, 1994).

16. Description
• Explain the person that balloon represents their
heart and all of the pain, hurt and anger that can
be found inside of it. pain
• Instruct them to, to write down their hurts and
anger on slip of paper, and put the papers into the
balloon and tie the balloon closed with the thread.
• Give each person one of the larger balloons and
ask each person to put their "heart" (the smaller
balloon) into the larger balloon
(Hiew, & Cormier, 1994).

17. • Tell them that they are to write on the outside of the balloon how they
present themselves to others
• Once all of the balloons are written on, gather the group together and
discuss what is written on the outside of the balloons
• Ask to share at least one thing they have written down on the outside of
their balloon
• Then ask each person to state if it is a good thing to cover up what is on
the inside or if they would like people to know more about what's going
on in their life and if so to think of a way that this can happen. After this
discussion, allow them to pop their balloons as a symbolic way of getting
rid of all the walls and devices that they use to hide their pain.
Give the heart (small balloon) the most TRUSTED person and explain
what the balloon represent and why they want to give it to him.
(Hiew, & Cormier
1994).

18. Play Compliment
Game
.
Group size: 6-25
Activity overview
Each student decorates an envelope and writes his or
her name on the front. Next, have students write a nice comment about the
personality (or character) of each of their classmates on individual strips of paper.
Have students deliver their compliments to
each other’s envelopes. At the end of
the activity, each student will have an envelope full of compliments about their
character from their classmates. Have student hang envelope in his or her cubby,
desk, or locker for added encouragement at times of stress, e.g., standardized
testing, or dips in confidence
Teaching Skills
Enhance self-esteem, self awareness, Self confidence
(Segal, & Yahraes , 1988).

19. The Magic Box
Objective
Objective: enhance Confidence
and positive self image
Construct a “magic box” which can be any kind of a box with a mirror
placed so as to reflect the face of any one who looks inside. Begin the
activity by asking, “Who do you think is the most special person in the
whole world?” After allowing the child to respond, you may continue,
“Well, I have a magic box with me, and you can look inside and discover
the most special person in the world.” Give the individual a chance to
look into the box after you ask who they think they will see.
(Wolin, & Wolin, 1993).

20. The Magic Box
Post questioning
 Are you surprised?”
 How does it feel to see that you are the
special person?”
 You smiled so big, like you are happy to
see that you are the special person
(Wolin, & Wolin, 1993).

21. Enhancing
Competence
 The Ten Year Race: where do you want
to be after ten years from today
(Wolin, & Wolin, 1993).

22. Plan for My
Goals
Work Habits
My goal is to………………………………………………………..
I will do these activities to reach my goal……………………………………………………………..
Academic
My goal is to……………………………………………………………………………………….
I will do these activities to reach my goal………………………………………………………………
Personal
My goal is to……………………………………………………………………
I will do these activities to reach my
goal……………………………………………………………………
(Wolin, & Wolin, 1993).

23. References
Grotberg, References
E., (1993). Promoting resilience in children: A new
approach. University of Alabama at Birmingham: Civitan
International Research Center.
Grotberg, E., (2012). Guide to Promoting Resilience in Children:
Strengthening the Human Spirit . Switzerland: Thomson.
Hiew, C.C., & Cormier, N. (1994). Children's Social Skills and
Parental Relationship in Promoting Resilience. Presented
at the Annual Conference of the International Council of
Psychologists, Lisbon, Portugal, July, 1994.
Leahy, R.L. (2003). Cognitive Therapy Techniques: A practitioner’s
Guide. Guilford Press
Segal, J., & Yahraes, H. (1988). A Child's Journey. New York:
McGraw Hill.

24. Any Question