an introduction to resiliency july 2008 office of youth development integrated service center

AN INTRODUCTION TO RESILIENCY

July 2008

Office of YouthDevelopment

Integrated Service Center

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Objectives

> To introduce the topic of resiliency

> To demonstrate the resiliency wheel and its positive effect on student achievement

> To discuss the tenets of the resiliency wheel and its positive effect on students, schools and communities

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If we think we are fragile and broken, we will live a fragile, broken life. If we believe we are strong and wise, we will live with enthusiasm and courage. The way we name ourselves colors the way we live.

Who we are is in our eyes. We must be careful how we name ourselves.

-- Wayne Muller

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Resiliency – Key Points

> Is not a program or curriculum, but a way of thinking, of being, of dealing with all students and each other

> Is an innate, self-righting ability

> Can be nurtured or dampened

> Occurs every day in our lives, our classrooms, our schools, and our community

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Traditional Youth Services Vs. Positive Youth Development

> Focus on problems> Reactive> Targeted youth> Youth as recipients> Programs> Professional providers

> Focus on positive outcomes

> Proactive> All youth> Youth as active

participants> Community response

(systemic change)> Community members

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Resiliency and the School CommunityWhere do we begin?

> Protective factors exist within individuals and in many environments

> Environments can be modified to increase protective factors

> Environments can buffer existing risk factors

> Fostering resiliency can bring about extraordinary change

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What Resiliency Building Accomplishes

> Promotes desirable social conditions and relationships

> Connects all of the school’s student services

> Facilitates the sharing of information and advice

> Addresses individual student needs

> Accesses resources outside the school

> Develops prevention programs

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Something To Think About:

“If You Change The Way You Look

At things, The Way Things Look

Will Change”.

Something To Think About:

“If You Change The Way You Look

At things, The Way Things Look

Will Change”.

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Linking to Data

The goal is to begin with the

most current data, consider

students’ strengths, and build

cognitive strategies to

improve instruction and

achievement.

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Resiliency

Wheel

Resiliency

Wheel

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Opportunities Prosocial for Meaningful Bonding Participation

High, Clear and Supported Consistent Expectations Boundaries

Caring & Life Support Skills

High Expectations - Critical for student success

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Resiliency Building PromotesHigh Expectations:

> Develop interest in each student > Provide opportunities and choices > Provide more attention> Question at higher cognitive levels > Expect quality and quantity > Provide honest and contingent feedback > Praise frequently and when correct> Criticize less when incorrect > Prompt with cues> Provide opportunities for achievement > Initiate interaction > Assign responsibilities > Provide increased autonomy

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Schools Can Raise Expectations!

> Model resiliency building techniques (praise, give feedback, provide attention to students when needed, develop interest in each student)

> Change emphasis from few students to all students.

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School Can Support the Resiliency Model by:

> Provide Caring And Support Create welcoming environment Create mentoring programs for staff & students

> Set and Communicate High Expectations Encourage higher achievement by students Foster a “can do” attitude at the school

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> Provide opportunities for meaningful participation Include students in site-base management teams Experiment with classroom-based decision making (class

meetings as well as individual and group counseling, classroom presentations and advisory meetings)

Help students believe that what they’re doing really matters

> Increase Prosocial Bonding Model preferred behaviors Encourage positive climate characterized by respect,

trust, growth, cohesiveness, caring, support and challenge

Promote shared values

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> Set Clear and Consistent Boundaries Define boundaries that promote cooperation, support and

a sense of belonging to something bigger than oneself Provide clearly stated, regularly communicated and

widely support expectations for academic and social behavior

> Life Skills Teach set skills for students future Emphasize cooperative learning approaches preferred

behaviors

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Resilient Schools Have:

> A Vision of Success > A Developed School Culture > A Leadership Commitment > Strong Academic Programs > Research-Based Prevention Programs> Continuum of Services > Professional Development for Staff > Home School-Community Relationships > Leverage Funding and Resources > Data Driven Decision Making

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School Effectiveness Research Shows:

> Clear school-wide Mission and Instructional Leadership Goals

> High Expectations > Safe and Orderly Environment > Student Time on Task > Coordinated Instructional Programs > Home-School Relations> Positive Teacher-Student Relationships > Quality Instructional Staff

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More than any institution except the family, schools can provide the

environment and conditions that foster resiliency in today’s youth and tomorrow’s

adults.

Nan Henderson and Mike Milstein

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