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Bryan Hiebert Presentation to Risk and Resiliency: Leading and mentoring for Change Centre for Leadership in Learning October 14, 2004. Creating Communities of Resiliency. Faculty of Education Division of Applied Psychology. Overview. What is resilience? Resilience comes in people

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Creating communities of resiliency

Bryan Hiebert

Presentation to

Risk and Resiliency:

Leading and mentoring for Change

Centre for Leadership in Learning

October 14, 2004

Creating Communities of Resiliency

Faculty of Education

Division of Applied Psychology


Overview

Overview

  • What is resilience?

    • Resilience comes in people

  • Some environments are more easy to be resilient in than others

  • Leaders are responsibility for creating an environment conducive to being resilient

2


What is resilience

What is resilience?

The ability to bounce back (recover) when hit with unexpected demands out of out of the blue

Take things in stride


Kumpfer 1999 resilience model

Kumpfer (1999) Resilience Model

  • Stressors

  • Environmental contexts

  • Person-environment transactional process

  • Internal resiliency factors

  • Resilience process

  • Adaptation and reintegration


Kumpfer 1999 resilience model1

Kumpfer (1999) Resilience Model

  • Stressors

DEMAND

Appraisal

Nature

- Demand

Intensity

- Coping Resources

- Consequences


Kumpfer 1999 resilience model2

Appraisal

Nature

- Demand

Intensity

- Coping Resources

- Consequences

Coping

Demand

Demand

Coping

Kumpfer (1999) Resilience Model

  • Stressors

  • Environmental contexts

  • Person-environment transactional process

DEMAND


Avoid self blame

Avoid self-blame


Kumpfer 1999 resilience model3

Kumpfer (1999) Resilience Model

  • Stressors

  • Environmental contexts

  • Person-environment transactional process

  • resilience outcome

    • adapt well to stressful situations


Perspective is important

Perspective is Important


Kumpfer 1999 resilience model4

Kumpfer (1999) Resilience Model

  • Stressors

  • Environmental contexts

  • Person-environment transactional process

  • Internal resiliency factors

    • Self-efficacy

    • Peoples’ beliefs in their ability to control their own functioning + control what occurs in the environment


Kumpfer 1999 resilience model5

Kumpfer (1999) Resilience Model

  • Stressors

  • Environmental contexts

  • Person-environment transactional process

  • Internal resiliency factors

  • Resilience process

    • Secure attachment

    • Leads people to form positive perceptions about self and the world

    • Develops in social interactions


Resilience model

Stress

Active Coping

  • Resilience

  • Secure Attachment

  • Self-efficacy

Resilience model

Flexibility

Adaptability


Say no to zero tolerance

Say NO! to zero tolerance

Zero

Tolerance

A little tolerance is a good thing


Watch your perspective

Watch your perspective


Creating resilient communities

Creating Resilient Communities

  • 3 factors are predictably difficult to deal with

    • Intense and unpleasant demands

    • Uncertainty (about outcomes)

    • Ambiguity (regarding expectations)

  • Not all demands are reasonable


Watch out for the band wagon

Watch out for the band wagon


A starting point

A Starting Point

All things

To all people

All the time

is

All over


Creating a positive climate

Creating A Positive Climate

  • Say something nice to colleagues

    • Every day

  • Warm fuzzies or cold pricklies?

  • Message seen is stronger than message spoken

  • Need to model what we are trying to accomplish

  • Walk the Talk

  • Create slogans to keep a positive focus


Slogans to sustain a positive focus

Slogans to sustain a positive focus

  • No one can insult you

    Without your permission

  • I am lovable and capable

  • Stop Psychosclerosis

    (hardening of the attitudes)

  • I will not should on my self today

  • Change is inevitable

    Growth is optional


Learn to roll with it

Learn to roll with it


Resilient

Resilient

Communities

for Students


Student realities

Student Realities

  • 80+% of grade 10 students aspire to university

  • 50+% of grade 12 students plan to attend university

  • 20+% of grade 12 students plan to attend college or tech school

  • 40% of students 18 - 21 attend post-secondary education

  • 50% continue on to their second year

  • 50% change area of study


Many return to formal education later

Many return to formal education later

  • In Calgary, the average age of

    • 1st year trade apprentices

    • fire fighter recruits

    • police officer recruits

  • is 27years old


Resilient communities for students

Resilient Communities for Students

  • Career Pathways

    • One example to help promote relevance for students


What is career pathways

What is Career Pathways?

  • Aligned curriculum from junior high to post-secondary, includes:

    • Academics

    • Fine & performing arts

    • International languages

    • CTS programming

    • Internships

    • Portfolio development

    • Transitional opportunities

  • Intended to foster student career development


Career development is

Career Development is …

  • the life-long process of managing learning, work and transitions

  • in order to move toward a personally determined and evolving preferred future

  • Career / Life Planning

  • Developing a vision for your life


Basic career development principles

Basic Career Development Principles

  • Multi-potentiality

  • Career self-concept

  • Planned happenstance

  • Opportunity awareness

    ----------


The high 5 1

The “High 5” (+1)

A Changing Theme For Career Development

  • Change is constant

  • Focus on the journey

  • Follow your heart

  • Keep learning

  • Access your allies

    +

  • Believe in yourself


Why do this

Why do this?


In numerous studies

In numerous studies…

  • National studies

  • Studies of Calgary junior and senior high school students

  • Most frequent and intense worry

  • #1 cluster of student-reported needs

    Concern about the future

  • What do I do after high school?


When students are involved as partners in their learning experiences

When students are involved as partners in their learning experiences …

  • Greater academic achievement

  • Reduced drop-out rate & lower absenteeism

  • Reduced student alienation

  • Reduced bullying and harassment

  • Reduced incidence of smoking and drinking

  • More positive school climate

  • Greater satisfaction with school

  • Students report school experiences as more relevant and better preparation for the future

  • Students indicate that the quality of their education is better


Resilience related outcomes

Resilience-related outcomes

  • Many of the processes and outcomes connected with Career Pathways address factors involved in fostering resilience.

  • It works the same way for students and teachers and administrators, and …


Creating resilience who s job is it

Creating Resilience: Who’s job is it?

  • It’s a leadership job to create a healthy work environment

  • Model the goal – set a good example

  • Jump on mistakes OR jump on successes

  • It’s often easier to seek forgiveness that to get permission


2 key factors for motivation

2 key factors for motivation

  • The goals must be valued (valuable)

  • The goal must be perceived as achievable (achievable)

  • The people in charge need to model

    • Marketing accomplishments

    • Support self-care initiatives

      Actually, everyone needs to model this and support it, and encourage it


Collaboration a brief aside

Collaboration … (A brief aside)

Just because people are working on a common project, doesn’t make it

  • a partnership

    or

  • a collaboration


Collaboration

Collaboration?? …

For example:

  • Let’s get together and work on this project

  • I know how to do it

  • We’ll do it my way

  • You can help

  • We’ll be working on it together


Collaboration is

Collaboration is …

Group think

  • Let’s work together on this, and

  • figure out together what it is we want to do, and

  • how we will attempt to do it together,and

  • decide together how we will evaluate success.


A new approach to leadership

A New Approach to Leadership

  • If it goes wrong,

    • say “I did it.”

  • If it goes sort of OK,

    • say “we did it.”

  • If it goes really well

    • say “you did it.”

  • Reduce “Look at me, look at me.”

    • And replace it with “Look at us”

    • or better yet, “Look at them.”


Creating resilience who s job is it1

Creating Resilience: Who’s job is it?

  • It’s a leadership job

    • BUT don’t wait for your boss

  • Learn how to train your boss

    • Approach your boss with solutions, not problems

    • Stroke your boss, what goes around comes around

    • You can make a difference in YOUR emotional climate


Control and choice

Control and Choice

  • Lobby for structural changes

  • Some people always will feel they have no control

  • Many teacher feel that the clocks are controlled downtown

  • Perhaps consider ditching the clock?

  • Demands gravitate towards competence(so be prepared or be less competent)

  • Basic assertiveness helps keep balance

  • Develop a resilient personal and professional identity


Keep your priorities on track

Keep your priorities on track


Summary tell them what you told them

Summary: Tell them what you told them

  • What is resilience?

    • Resiliency comes in people

    • How do you contribute to your own resiliency?

    • How do you interfere with it?

  • Some environments are more conducive to being resilient

    • What have you done to make your environment more resilient?

  • Creating a resilient environment is a leadership responsibility

    • How have you helped others be more resilient?

    • How have you encouraged your boss to do more to foster resiliency?


Creating communities of resiliency

Bryan Hiebert

Presentation to

Risk and Resiliency:

Leading and mentoring for Change

Centre for Leadership in Learning

October 14, 2004

Creating Communities of Resiliency

Faculty of Education

Division of Applied Psychology


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