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1 Resilience: Building the Social Capacity of Children and Youth to Thrive September 2010
Resiliency Initiatives © 2010 Defining Resilience Resilience can be understood as: The capacity of individuals to navigate to resources that sustain well-being; The capacity of individuals’ environment to provide resources; and The capacity of individuals, their families and communities to negotiate culturally meaningful ways for resources to be shared. Source: Dr. Michael Ungar (2008) Discussion Paper for The Learning Partnership
Resiliency Initiatives © 2010 Wholistic Approach Focus on what is strong in children and youth and not what is wrong with them Focus on children and youth as resources and less on them as absorbing resources Focus on youth as at potential – help them explore their preferences, hopes, and intentions, not what we think they need Focus on what is important and less on what we think is urgent 3
Resiliency Initiatives © Canada is considered second in the world for academic performance by students 2.But is ranked in the bottom third of industrialized countries for social development (health and safety, family/peer support, subjective well-being) Unicef Report
Resiliency Initiatives © 2010 To see all individuals as “at promise” rather than “at risk” is a fundamental shift that means facilitating rather than fixing, pointing to health rather than dysfunction, turning away from limiting labels and diagnosis to wholeness and well-being. 5 Fundamental Shift
Resiliency Initiatives © 2010 Evidence for a Strength-Based Approach Research suggests that fifty (50) to seventy (70) percent of children growing up in families with mentally ill, drug/alcohol addicted, abusive, or criminally involved parents or in poverty-stricken families do overcome these risk factors to live functional, socially contributing lives (Benard, 1995) Evidence that many children who might have received a diagnostic label do, in fact, ‘grow out’ of their problems without professional help. (Cohen, 1993) There is also evidence that a predominant focus on deficits and highlighting problems can actually lead to poor outcomes (Miller et al., 1997)
Resiliency Initiatives © 2010 Youth Resiliency Model
Resiliency Initiatives © Degree of Resilience
Resiliency Initiatives ©
Resiliency Initiatives © The Relationship Between Resilience and Core Competencies: A Model
Resiliency Initiatives © 2010 Core Competencies 1)A Strength-Based Aptitude 2)Emotional Competence 3)Social Connectedness 4)Moral Directedness 5)Adaptability 6)Managing Ambiguity 7)Agency and Responsibility 11
Resiliency Initiatives © 2010 “Stacking the Deck” Against Risk The idea is to collaboratively work to create an “ecology” around children and youth that makes it increasingly difficult for certain high risk problems to survive. W. Hammond
Resiliency Initiatives © 2010 I am, I have, I can… I Am (Internal Characteristics/Strengths) + I Have (External Strengths/Relationships & Connections) = I Can (Core Competencies, Resiliency, Capacity for Success) Adapted from Edith Grotberg, International Resilience Research Project (IRR) Transacting
Resiliency Initiatives © 2010 Criteria For Academic Success Skills Knowledge Transformational Relationships Healthy Core Competencies 14
Resiliency Initiatives © 2010 HELP CHILDREN AND YOUTH SURVIVE? OUTCOME FOCUSED Continue to concentrate our energy on changing the behavior and academic performance of the child or youth only – knowledge and skills focused OR HELP BUILD THE SOCIAL CAPACITY TO THRIVE? PROCESS FOCUSED Nurturing their ability to navigate challenging situations and respond to capacity building and strength-based school cultures - resourcing in ways for children and youth to experience success – nurturing a template for life The Challenge for School Systems
Health Behaviour in School-aged Children A World Health Organisation Collaborative Cross-national study.
© PAD 2011 Theory, Framework, Programs and Application Patricia Scott-Jeoffroy Parent Action on Drugs March, 2011.
Yes We Can! Nurturing Resilience in Young People Judith A. Kahn AAHE Conference, Indianapolis, IN March 18, 2010.
1 Building Curriculum for Excellence – Through Positive Relationships and Behaviour Towards Emotional and Social Health and Wellbeing Challenging perceptions:
BRIEFING Successful schools start with healthy minds.
1 Families, Educators, and the Family- School Partnership: Issues or Opportunities for Promoting Children’s Learning Competence? Sandra L. Christenson.
To Identify and Change Mindsets: The Challenge of Nurturing Resilience and Motivation in Students and Staff
Chapter 4 - Building Compassionate School-Community Partnerships That Work Chapter 4 - Building Compassionate School-Community Partnerships That Work.
File classification: NOT PROTECTIVELY MARKED - IMPACT LEVEL 0 Living Well in Redcar and Cleveland: Our Plan for Building Community Capacity for Health.
Challenging Negative Mindsets and Myths: A Key Task of the School Psychologist
© PMB 2007 Personal Development and Mutual Understanding Unit 1 Rationale and Overview.
Securing an outstanding judgement for behaviour and safety Developing pupil leadership.
Improving School Leadership: Contexts and Success For them, conventional wisdom is not convenient truth. Keynote for OECD Workshop Brussels, February 1-2,
Educationeducation Improving Scottish CURRICULUM for EXCELLENCE: MAKING IT HAPPEN Kenneth Muir HM Chief Inspector.
Developmentally Appropriate Practice “Meeting children where they are to help them reach challenging and achievable goals”
From Consumer Involvement to Co-production Rachel Perkins BA, MPhil (Clinical Psychology), PhD, OBE Senior Consultant, UK Implementing Recovery through.
The Freedom to Be, the Chance to Dream Alison Faulkner & Jayasree Kalathil.
Community Development & Capacity Building First Nations & Inuit Health Branch September 2012.
Staff wellbeing Training Day for School Chaplains Worldview College, Launceston Tuesday, 1 November 2011.
What is a School Psychologist? ©2008, National Association of School Psychologists A Guide for Teachers-in-Training.
The Year of the Curriculum Dave Peck CEO The Curriculum Foundation.
Preventing ‘Francis II’ – using practice development for culture change Professor Brendan McCormack Director, Institute of Nursing & Health Research and.
“Linking good health, behaviour and achievement through a whole school approach”. Choctra Meeting 16 th -19 th Sept `10 Healthy Schools, Healthy Children?
Infant and Toddler Mental Health Summer Institute A summary report.
Instructional Leadership through Coaching Steve Barkley.
Promoting A Client-Centered Recovery-Oriented System of Care Suzanne Borys, Ed.D. Program Manager, Research Unit NJ Division of Addiction Services.
Who am I as a Teacher? Final Project My Professional Identity as a Teacher: Beliefs about teaching, learning, literacy and assessment By Emily Mullins.
RTU Conference 22 nd November 2013 ‘Optimising achievement through a whole school approach to Emotional Health and Wellbeing’ SHAUNA CATHCART.
Nine Characteristics of High-Performing Schools Second Edition Prepared by G. Sue Shannon, Ed.D. OSPI Senior Researcher August 2007.
Universal Education Foundation Education by All for the Well-Being of Children 1 The Universal Education Foundation.
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