Presentation on theme: "Building Resilience in Children and Young People"— Presentation transcript:
1Building Resilience in Children and Young People Personal StrengthsTeacher ProfessionalDevelopment
2What is a Strengths Based Approach? Personal StrengthsWhat is a Strengths Based Approach?Taking a strengths-based approach entails emphasising and building on the strengths, capabilities and resources of staff and studentsResearch in the field of positive psychology emphasises the value of building:Social and emotional competency - via explicit teaching of SELPositive emotions - by designing policies and programs that encourage a sense of belonging, school pride, and optimismPositive relationships - between all teachers and students and amongst the student cohortEngagement through strengths - assisting students and staff to know and use their strengths andPurpose and Optimism - creating opportunities for students to develop a sense of meaning and purpose through pursuit of civic goalsAlvord & Grados 2005; Clonan et al. 2004; Masten, 2009; Noble & McGrath 2008; Seligman & Csikszentmihalyi 2000; Waters 2011)
3What is Positive Psychology? Personal StrengthsWhat is Positive Psychology?A recent branch of psychologyTerm coined by Martin Seligman and Mihaly CsilszentmihalyiInterest in wellness and optimal functioningResearch into:happinessoptimismstrengths, virtues and valuespleasurestates of ‘flow’ or heightened engagement or immersion(Seligman et al. 2009)
4Virtues and Character Strengths Personal StrengthsVirtues and Character StrengthsThe field of positive psychology has focused on identifying and classifying the positive psychological traits of human beings, termed ‘character strengths and virtues’Seligman and Csikszentmihalyi define positive psychology as "the scientific study of positive human functioning and flourishing on multiple levels that include the biological, personal, relational, institutional, cultural, and global dimensions of life"This field has identified 6 ‘virtues’ which encompass 24 ‘character strengths’They argue that these virtues are morally and universally valued and encompass our capacities for helping ourselves and others produce positive effects when we express them(Seligman & Csikszentmihalyi 2000
5Personal Strengths The Six Virtues Wisdom and Knowledge – include cognitive strengths that entail the acquisition and use of knowledgeCourage – emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external or internalHumanity - interpersonal strengths that involve tending and befriending othersJustice - civic strengths that underlie healthy community lifeTemperance – strengths that protect against excessTranscendence - strengths that forge connections to the larger universe and provide meaning
6Personal Strengths 24 Character Strengths Creativity Citizenship The 24 Character Strengths are modified for age-appropriate use in a number of lessons:CreativityCuriosityOpen-mindednessLove of learningPerspectiveBraveryPersistenceIntegrityVitalityLoveKindnessSocial intelligenceCitizenshipFairnessLeadershipForgivenessHumilityPrudenceSelf-regulationAppreciation of beautyGratitudeHopeHumourSpirituality*Based on Character Strengths and Virtues: A Handbook and Classification written by Christopher Peterson and Martin Seligman; Oxford University Press and the American Psychological Association, 2004
7Survey of Character Strengths Personal StrengthsSurvey of Character StrengthsA useful tool to help students (and teachers) identify their character strengths is Peterson and Seligman’s online VIA (Values in Action) Signature Strengths QuestionnaireThe version of this questionnaire for children and young people from 10 to 17 years of age is used across the SEL materialsThe Seligman strengths test can be taken online:Click: QuestionnairesClick: VIA Survey of Character StrengthsClick: RegisterOnce registered, find and take the VIA Survey of Character Strengths. It will take up to 30 minutes to complete.*A child/youth version of this survey is used in the Building Resilience lessons
8Building a Positive Vocabulary Personal StrengthsBuilding a Positive VocabularyChildren and young people need a vocabulary to help them recognise and understand various strengths and positive qualities in themselves and othersThe Personal Strengths topic area in the Building Resilience lesson plans provides activities to build this vocabulary and to apply it in ethical and practical reflection about how to manage personal and social challengesAdditional activities throughout the program also refer to the language of personal strengthsThe vocabulary provided draws both on the Character Strengths defined by Peterson and Seligman, and on a broader vocabulary of positive adjectives used to describe behavior
10Why Focus on Personal Strengths? Research in the field of positive psychology emphasises the importance of identifying and using individual strengthsResearch shows that wellbeing, positive behaviour and achievement are more likely to occur when pupils are aware of their cognitive and character strengths and have opportunities to demonstrate and further develop them at schoolEmphasising strengths in schoolwork is far more enjoyable and productive than working on weaknesses, especially for those students whose strengths are not in the traditional academic domainWhen individuals engage their strengths they tend to learn more readily, perform at a higher level, are more motivated and confident, and have a stronger sense of confidence and satisfaction(Noble & McGrath 2008; Seligman 2002; Waters 2011; Linley & Harrington 2006)
11Personal StrengthsActivities in the Personal Strengths Lessons aim to assist students to:FoundationIdentify and describe personal strengthsExplain how these strengths contribute to family and school lifeIdentify ways to care for others, including ways of making and keeping friendsIdentify skills and strengths they wish to developDescribe factors that contribute to positive relationships with people at school, home and in the communityIdentify communication skills that enhance relationshipsDescribe characteristics of cooperative behaviour and identify evidence of these in group activitiesDescribe the range and influence of personal qualities and strengthsMonitor their progress in consolidating their strengthsAssess the value of working independentlyMake realistic assessments of their abilities and achievements and prioritise areas for improvementAssess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of objectivesAssess their strengths and challenges and devise strategies to achieve future successAnalyse personal characteristics and skill sets that contribute to their personal and social capabilityCritically analyse self-discipline strategies and personal goals and consider their application in a variety of contextsLevel 9/10
12Example learning activities: Personal StrengthsExample learning activities:Using a role-play to show strengths in action (Level 1-2)Students engage in class work to identify various strengths”They build examples of how someone might show each of these strengths in class, in the playground, and at homeThey work in small groups to make a small role play to show what their allocated strength looks like or sounds like in actionAfter each group shows their role play, the audience should guess the strength!Students set goals whereby they name the strength that they want to work on building for themselvesThis activity is adapted from the Level 1-2 Building Resilience learning materials (Topic 2: Personal strengths, Activity 4). Use the Strengths Cards provided in this activity of the learning materials.This activity is adapted from the Level 1-2 Building Resilience learning materials (Topic 2: Personal strengths, Activity 4).
13Example learning activities: Personal StrengthsExample learning activities:2. Valuing Strengths ranking (Level 9-10)Work in groups of four or fiveDivide up the 24 strengths cards among the group membersAssign each group a context: school work, sporting life, family life, social life, career, leisurePlayers take in in turns to place cards on the table, one strength at a time, explaining how this strength can be useful in this context, arguing for its inclusion at the ‘most-valued’ end of the spectrumReport back and compare what the different groups found when they reflected on the strengthsThis activity is adapted from the Level 9-10 Building Resilience learning materials (Topic 2: Personal strengths, Activity 1 Valuing character strengths). Use the Character Strengths Cards provided in this activity of the learning materials.This activity is adapted from the Level 9-10 Building Resilience learning materials (Topic 2: Personal strengths, Activity 1 Valuing character strengths).
14Example learning activities: Personal StrengthsExample learning activities:3.Using strengths to reach a goal (VCE/VCAL)Working in pairs, draw your own fish bone!Choose a goal e.g. ‘to complete four sets of reports by x date’ . Write this goal in the fish’s headOn the backbone of the fish, write the strengths you will need to use to reach this goal (you can refer to the list)Brainstorm all the possible steps or actions that will help you to move towards that goal, then write these on the ribs of the fish, one action or step per ribAdd some waves above and below your fish: on these you should write any of the negative forces that you may have to work against to move towards your goalThink about any additional strengths or strategies might you need to harness to keep up the effort in the face of distractions, or resistance. Add these to the tail.This activity is adapted from the VCE/VCAL Building Resilience learning materials (Topic 1: Challenge, opportunity and personal strengths, Activity 3)
15What are my top character strengths? Personal StrengthsREFLECTWhat are my top character strengths?How do I use my strengths in the classroom?How do I use my strengths when working with my colleagues?
16Personal Strengths Useful Links The Authentic Happiness website is the homepage of Dr. Martin Seligman, Director of the Positive Psychology Centre at the University of Pennsylvania and provides detailed information about character strengths and the field of positive psychology: https://www.authentichappiness.sas.upenn.edu/MindEd (UK Department of Health)Guidance on children and young people’s mental health, wellbeing and development for adults working with children and youth to help them support the development of young healthy minds:https://www.minded.org.uk/
17Personal Strengths References Alvord, M. K., & Grados, J. J. (2005). Enhancing resilience in children: A proactive approach. Professional Psychology: Research and Practice, 36(3),Clonan, Sheila M., Chafouleas, Sandra M., McDougal, James L., & Riley-Tillman, T. Chris. (2004). Positive psychology goes to school: Are we there yet? Psychology in the Schools, 41(1),Linley, P.A. & Harrington, S. (2006) Playing to yourstrengths. The Psychologist, 19, p. 86–89.Masten, Ann S. (2009). Ordinary Magic: Lessons from Research on Resilience in Human Development. Education Canada, 49(3),Noble, T. and McGrath, H. The positive educational practices framework: A tool for facilitating the work of educational psychologists in promoting pupil wellbeing. Educational and child psychology, (2): pSeligman, M., Authentic Happiness. 2002, New York: Free Press.Seligman, M., & Csikszentmihalyi, Mihaly. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5-14.Seligman, M., Ernst, Randal M., Gillham, Jane, Reivich, Karen, & Linkins, Mark. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3),Waters, L., A Review of School-Based Positive Psychology Interventions. Australian educational and developmental psychologist, , (2): p