2. Inspiring confidence with responsibility Resilience: Everyday Courage Morag Kerr

3. Resilience – Everyday Courage ‘Courage is resilience to fear – mastery of fear, not absence of fear’ Mark Twain

4. Resilience Why is it that some people can bounce back after experiencing difficult times and others are floored by the same experience How would you define resilience? ‘Resilience is normal development under difficult circumstances’ (Fonaghy, 1994) ‘A set of qualities that help a person withstand many of the negative effects of adversity’ (Gilligan 2000)

5. Resilience: Why is it important? We all have things to overcome Failure in exams Illness Accidents Relationship problems Financial problems Disappointments Unfairness Bereavement Challenges - rejection Not getting that interview, that job, that promotion Life throws things at us

6. Resilience: Everyday Courage Resilient young people are better equipped to resist stress and adversity, cope with change and uncertainty, and to recover faster and more completely from traumatic events or episodes. (Newman and Blackburn, 2002)

7. Research shows it looks as if it is becoming harder for young people to bounce back after setbacks. What might be causing this?

8. What undermines resilience Sense of entitlement Risk averse culture Need to be ‘perfect’ Too much choice Psychological cleanliness

9. Spotlight on the individual  1 in 10 children between aged 1 – 10 has a mental health problem.  Disorders affect 10.4% of boys aged 5 -11 and 5.9% of girls aged 5 -10.  This rises to 12% for boys aged 11- 15 and to 9.65% of girls aged 11 -15 Mental Health Foundation stats

10. Depression linked to: ● poor academic achievement ● conduct problems ● substance abuse – drugs and alcohol ● teenage pregnancy  self harm ● suicide

11. Cheer up......... Tell your partner what you do to perk yourself up if you’ve had a bad day? What works best? Tell your partner a couple of things you’re grateful for in life.

12. Resilience: can it be taught ? 7 Learnable skills of Resilience  Emotional awareness  Impulse control  Optimism  Causal Analysis  Empathy  Self-efficacy  Reaching out Dr Karen Reivich Ph.D. Pennsylvania University Director of the Penn Resiliency Programme http://www.ppc.sas.upen.edu/prpsum.htm

13. Teaching Resilience: Bounce Back Toni Noble Helen McGrath Professor at Australian Professor at RMIT University Catholic University (ACU) Authors of Bounce Back A Well Being and Resilience Programme ABC thinking

14. Optimist or Pessimist? The optimist would say The pessimist would say Your partner/son/daughter phones to say they’ve had an accident with your car.

15. Mindsets Carol Dweck Professor of Psychology, Stanford University Author - Mindset ‘ fixed mindset is based on the belief your qualities are carved in stone.........growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts’.

16. Growth and Fixed Mindsets Growth Fixed Does not believe potential is fixed Seeks out new challenges Puts success down to factors within control Sets positive goals and copes with setbacks/failure  Ability is fixed from birth  Avoids challenges where there might be a possibility of failure  Puts success down to luck or other external factors  Does not believe effort makes any difference

17. Process Praise How you praise really makes a difference... Focus praise on effort not ‘brains’ and ‘talent’ Being praised for being bright/smart/clever means when I make mistakes and fail ‘I’m stupid /dumb’ – Iwon’t risk that. Making an Effort = I am thick Being praised for effort means that it’s ok to have to persist, make mistakes, fail – this is what learning is so I can take a risk

18. Dweck: Develop a growth mindset The Power of ‘yet’ Mind your language Teach pupils that their brain is continually developing and changing – use it or lose it! Praise persistence and acknowledge effort

19. Three building blocks of resilience Secure base / sense of security and attachment – connectedness Self-esteem – belief in own worth Self-efficacy – confidence in own ability

20. 19 Resilient people can say: ‘I HAVE………….…people I trust and love’ ‘I AM……………………..a loveable person’ ‘I CAN…………find ways to solve problems’ Grotberg, E. (1997) ‘The international resilience project.’ In M. John (ed) A Charge against Society:The Child’s Right to Protection. London: Jessica Kingsley.

21. School Connectedness A sense of belonging to a good school Meaningful participation & contribution Opportunities for strengths to be affirmed Opportunities for taking initiative Pro-social, collaborative school culture Physical and psychological safety at school Strong school rules about bullying & violence

22. Young People’s Development Change is always possible It may come from low–key and unexpected sources One small shift may produce significant systemic change (Professor Robbie Gilligan, Adversity, Resilience and Young People)

23. Improving Resilience increasing our awareness of how our thoughts influence our emotions and behaviour and therefore how we can gain more control over them avoiding ‘thinking traps’ such as always blaming yourself or others when things go wrong, assuming a bad situation will be permanent Do a reality check, double-check the facts, do you have evidence for what you think?

24. Improving resilience challenging deep beliefs that may be working against us such as ‘I must never make mistakes’ or ‘adults should be perfect’ putting things in perspective – don’t catastrophise learning to calm yourself down at times of stress

25. Boundin’ http://www.metatube.com/en/videos/38424/B oundin-Pixar-HD-Short-Film-Walt-Disney/

26. Thank you Enjoy the rest of your day!