1. Instructions for PowerPoint
DELETE THIS SLIDE BEFORE SHOWING SLIDE SHOW
This slide show is intended to be used by school psychologists and can be adapted for different audiences. School psychologists may wish to make changes to the slide show making it more appropriate for the target audience. For example, if the audience is parents or administrators, teacher or school can be replaced with parent or administrator. Feel free to change the Powerpoint in any way that does not alter the information but adapts to your audience.
The resources section at the end should be reviewed and only resources that are pertinent to the target audience should be presented. Some of the resources are available for the general pubic and some are only available for download by NASP members. Once downloaded the resources can be shared as appropriate.
Before presenting the slide show, review the notes at the bottom of some slides. This will provide you with additional talking points. You can print the notes off before your presentation by selecting file –PRINT and under Print what? Select note pages.

2. Resilience: Strategies for Parents and Educators
Presented by:
YOUR NAME, TITLE
ADD YOUR INFORMATION TO THIS SLIDE BEFORE PRESENTING
© 2005 National Association of School Psychologists,

3. What is Resilience?

4. Resilience
Resilience is the ability to become personally and professionally successful despite severe adversity
Resilience is a normal trait that comes from inborn tendencies to adapt
Resilience can be fostered in the right environment
Paine (2002)

5. Resilience Developmental assets contribute to resilience:
External: positive experiences from people and organizations in the environment (support, empowerment, use of time, boundaries/expectations)
Internal: internalized qualities that shape judgment and choices (positive values, identity, commitment to learning, social competencies)
Paine (2002)

6. Resilience
Research indicates that students with a high number of developmental assets are less likely to engage in risk behaviors and more likely to succeed in school and maintain good health.
Paine (2002)

7. The Importance of Resilience
Represents the ability to deal with life’s challenges in a positive and productive manner
Plays a central role in a person’s recovery after exposure to trauma or adversity
Critical to understanding a person’s reaction to trauma or adversity

8. The Importance of Resilience
Resilience is essential to success in school and life
Adults can help children become more resilient
Fostering resilience in children improves school and personal outcomes and reduces risk behaviors

9. Adversity
Family problems, school problems, health issues, poverty, violence, peer rejection, and crises are all examples of types of adversity that can undermine a child’s mental health and interfere with learning.

10. Possible Risks for Children Facing Adversity
Academic failure
Social maladjustment
Health problems
Poverty
Mental illness
Substance abuse
Law enforcement involvement

11. Promoting Resilience
There are strategies that adults who work with children can use to promote resilience
Each strategy can be adapted to the environment in which it is used (school, home, church, neighborhood)

12. Promoting Resilience Be loving and supportive
Foster positive attitudes
Nurture positive emotions
Talking Points bullet-by-bullet:
Being safe and cared for builds resilience in children
Positive attitudes reflect a sense of power, promise, purpose, self-worth, and “self efficacy”; Teach children to think positively; Help children believe they can succeed if they try; Frame failure as a learning experience; Teach them to re-evaluate and adjust strategies that may not be working; Encourage persistence
Demonstrate and provide opportunities for children to see and practice positive emotions such optimism, respect, forgiveness, and empathy; Praise them for success; Avoid judgmental and harsh criticism for failure; Receiving and expressing positive emotions buffer children against depression and other negative reactions

13. Promoting Resilience Reinforce emotional intelligence
Develop their competence
Promote positive social connections
Listen to and validate children’s feelings; Label emotions in words that they understand; Teach appropriate ways to express positive and negative emotions; Teach them how to problem solve and deal with upsetting experiences
Ensure regular school attendance; Help them complete homework; Teach them homework and study strategies; Encourage them to develop talents in activities they enjoy; Teach them to set realistic goals; Teach them how to find and use available resources
Encourage a variety of friends; Encourage interaction between a variety of relatives and adults; Having a social network helps children feel supported; Help children learn to develop and maintain healthy relationships

14. Promoting Resilience Provide consistent and clear expectations
Encourage helping others
Teach peace-building skills
Set, explain, and enforce rules and expected behaviors consistently and fairly
Help others at home and at school foster social competence and resilience
Teach children how to be assertive and stand up to bullies without being aggressive; Avoid violent games and entertainment

15. Promoting Resilience Reduce stress Ensure healthy habits
Provide medical care
Good prenatal care encourages resilience
Controlling stress encourages resilience; Practice positive stress control strategies such as meditation, controlled breathing, yoga, exercise, and developing talents
Encourage good physical health; Help children get good nutrition, adequate sleep, and exercise
Vaccinations, vision and hearing corrections and medical care can increase resiliency by improving school performance
Good eating habits, positive stress control, exercise, doctor visits and avoidance of drugs, alcohol, and tobacco produce full-term healthy babies who have better resilience

16. Building Resilience in Schools: System-Wide
Create schools and classrooms that promote:
Connectedness
Security
Personal Value
Competency
Incorporate resilience skill building into the school curriculum and teacher strategies
Connectedness - Friendship skills and social activities
Security – Listening to students, Bully-Proofing
Personal Value - Self-worth and self-management
Competency - Academic, social, and behavioral

17. Building Resilience as School Psychologists
Provide direct service to students at-risk.
Incorporate resilience skill building into every student contact
Help design and implement school-wide resilience skill building programs
Educate parents and staff on their role in building resilience in children

18. Resilience Supports in Our School
INSERT SPECIFICS FOR YOUR SCHOOL(S) HERE
ADD YOUR SCHOOL INFORMATION TO THIS SLIDE BEFORE PRESENTING

19. To contact your school psychologist
[ADD NAME and CONTACT INFORMATION HERE]
ADD YOUR NAME AND CONTACT INFORMATION TO THIS SLIDE BEFORE PRESENTING

20. NASP Online Resources for Parents
V. S. Harvey (2007). Schoolwide Methods for Fostering Resiliency.
Promoting Resiliency in Your Child. Adapted from V. S. Harvey (2003). Resiliency: Strategies for Parents and Educators in Helping Children and Home and School II: Information for Parents and Educators. Bethesda, MD: National Association of School Psychologists.

21. NASP Online Resources for Parents
Building Resiliency: Helping Children Learn to Weather Tough Times. Adapted from V. S. Harvey (2003). Resiliency: Strategies for Parents and Educators in Helping Children and Home and School II: Information for Parents and Educators. Bethesda, MD: National Association of School Psychologists.
V. S. Harvey (2005). Fostering Resilience: A Handout for Teachers and Parents. NASP Communiqué`, 34(3).

22. NASP Online Resources for Members
Book Chapter:
Paine s. & Paine C.K. (2002). Promoting Safety and Success in School by Developing Students’ Strengths. In M.R. Shinn, H. W. Walker, & G Stoner (Eds.), Interventions for Academic and Behavior Problems II: Preventative and Remedial Approaches, (pp ). Bethesda, MD: National Association of School Psychologists.
THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE.

23. NASP Online Resources for Members
Research Articles:
Harrington, P. L. (Ed.). (1998). Resilience Applied: The Promise and Pitfalls of School-Based Resilience Programs. School Psychology Review, 27(3).
Smith J. & Cochrane, W. S. (2006). Interventions to Enhance Resilience for Children At Risk for Disruptive Behavior Disorders. NASP Communiqué`, 35 (4).
THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE.

24. NASP Online Resources for Members
Crisis Response Handout:
Identifying Seriously Traumatized Children: Tips for Parents and Educators. NASP Resources: Crisis Resource: Trauma.
Managing Strong Emotional Reactions to Traumatic Events: Tips for Parents and Teachers. NASP Resources> Crisis>Trauma.
THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE.

25. NASP Online Resources for Members
PowerPoint Presentation:
Resilience: Strategies for Parents and Educators.
THIS IS THE PRESENTATION THAT YOU ARE CURRENTLY LOOKING AT.

26. NASP Online Resources for Members
Goldstein, S. & Brooks, R. (2005). Defining a Clinical Psychology of Resilience. NASP Communiqué 33(5).
R. B. Armistead, K.C. Cowan (2005, November). Resilience. NASP Communiqué: Communication Matters, 34(3).
THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE.

27. Other NASP Resources Book Chapters:
McNamara, K. (2002). Best Practice in Promotion of Social Competence in Schools. In A. Thomas & J. Grimes (Eds.), Best Practices in School Psychology IV (pp ).
Brock, S. E. (2002). Identifying Individuals at Risk for Psychological Trauma. In A. Thomas & J. Grimes (Eds.), Best Practices in School Crisis Prevention and Intervention (pp ). Bethesda, MD: National Association of School Psychologists.
THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE.

28. Other NASP Resources
Brock, S.E., Lazarus, P.J., & Jimerson, S.R.(2002). Creating Nurturing Classroom Environments, chapter from Best Practices in School Crisis Prevention and Intervention. NASP Publication
THE PARENT RESOURCES CAN BE SHARED WITH ANY AUDIENCE AND ARE PUBLICALLY AVAILABLE ON LINE. THE MEMBERS ONLY RESOURSES ARE NOT AVAILABLE PUBLICALLY BUT CAN BE DOWNLOADED BY NASP MEMBERS AND SHARED WITH ANY APPROPRIATE AUDIENCE.

29. Other NASP Resources
Doll, B., Zucker, S., & Brehm, K. (2004). Resilient Classrooms: Creating Healthy Environments for Learning (Practical Intervention in the Schools). New York: Guilford Press